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

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

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.

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PERNYATAAN KEASLIAN KARYA

APPROVAL SHEET

RATIFICATION SHEET

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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

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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 ...... 41

a. Definition of Reading...... 41 b. Reading Comprehension ...... 43 c. The Process of Reading ...... 45 d. The Reading Sub-skills ...... 48 e. The Reading Strategies ...... 49 f. The Principles in Teaching Reading ...... 50 g. The Types of Reading Performance ...... 51 h. Teaching Reading in Senior High School ...... 52 3. Materials ...... 53 a. Definition of Materials ...... 53 b. Type of Materials ...... 54 c. Criteria of Good Materials ...... 56 d. Principle for Developing Materials ...... 58 e. Steps in Developing Materials ...... 60 f. Unit Design Development ...... 61 g. Materials Evaluation ...... 62 4. Need Analysis ...... 65 B. Conceptual Framework ...... 66 C. Review of Related Studies ...... 69 D. Research Questions ...... 72 CHAPTER III ...... 70 A. Model of the Development ...... 70 B. Procedure of the Development ...... 70 C. Testing the Product ...... 73 1. Design of the Field Test ...... 73 2. Subject of the Field Test ...... 74 3. Data Collection Techniques and Instruments ...... 75 D. Data Analysis Techniques ...... 78 CHAPTER IV...... 80 RESEARCH FINDINGS AND DISCUSSION ...... 80 A. Product Development ...... 80 1. The Result of the Need Analysis ...... 80 a. Target Needs ...... 81

b. Learning needs ...... 83 c. Insertion of intercultural values ...... 88 2. The Course Grid Design ...... 92 3. The Unit Design ...... 94 4. Product Description ...... 95 5. Product Evaluation ...... 105 B. Testing the Product ...... 117 C. Final Draft of the Product ...... 124 D. Intercultural Competence Assessment ...... 127 E. Discussion...... 130 F. Research Limitation ...... 132 CHAPTER V ...... 133 A. Conclusion ...... 133 B. Suggestions...... 136 C. Dissemination and Further Development ...... 137 REFERENCES ...... 138 APPENDICES ...... 143

LIST OF TABLES

Table 1. Intercultural Values ...... 25 Table 2. The organization of need analysis questionnaire ...... 76 Table 3. The organization of expert judgment questionnaire ...... 77 Table 4. The Organization of Interview Guidelines ...... 78 Table 5. Data Conversion Table ...... 79 Table 6. The Goals ...... 81 Table 7. The Necessities in Reading English Texts ...... 81 Table 8. The Students’ Lacks in Reading English Texts ...... 82 Table 9. The Students’ Wants in Reading English Texts ...... 83 Table 10. The Preferred Length of English Texts and Vocabularies ...... 84 Table 11. The Preferred Topics of the English Materials ...... 85 Table 12. The Preferred Reading Activities ...... 85 Table 13. The Preferred Learning Mode ...... 86 Table 14. The Students’ Role in Learning Reading ...... 87 Table 15. The Teacher’s Role in Teaching Reading ...... 88 Table 16. The Students’ Perception on Intercultural Insertion ...... 88 Table 17. The Importance of Knowing International Culture ...... 89 Table 18. The Importance of Knowing Indonesian Culture ...... 90 Table 19. The Importance of Knowing Yogyakarta Culture ...... 90 Table 20. Quantitative Data Conversion ...... 105 Table 21. The Appropriateness of Content ...... 106 Table 22. The Appropriateness of Language ...... 106 Table 23. The Appropriateness of Procedure ...... 107 Table 24. The Appropriateness of Intercultural Values Insertion ...... 107 Table 25. The Appropriateness of Presentation ...... 108 Table 26. The Appropriateness of Content ...... 108 Table 27. The Appropriateness of Language ...... 109 Table 28. The Appropriateness of Procedure ...... 109 Table 29. The Appropriateness of Intercultural Values Insertion ...... 110 Table 30. The Appropriateness of Presentation ...... 110 Table 31. Feedback and Revision of Unit 1 ...... 112 Table 32. Feedback and Revision of Unit 2 ...... 113 Table 33. Feedback and Revision of Unit 3 ...... 114 Table 34. Feedback and Revision of Unit 4 ...... 115 Table 35. Feedback and Revision of Unit 5 ...... 115 Table 36. Feedback and Revision of Unit 6 ...... 116 Table 37. The Students’ Responses to the Developed Product ...... 117

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Table 38. Revision of Unit 1 ...... 118 Table 39. Revision of Unit 2 ...... 119 Table 40. The Students’ Responses to the Content of the Product ...... 120 Table 41. The Students’ Responses to the Intercultural Values Insertion ...... 121 Table 42. The Students’ Responses to the Procedure ...... 121 Table 43. The Students’ Responses to the Presentation of the Product ...... 122 Table 44. The Students’ Responses to the Graphic of the Product ...... 122 Table 45. Summary of Students’ Responses to the Developed Product ...... 123 Table 46. The Result of AIC based on Knowledge Aspect ...... 127 Table 47. The Result of AIC based on Attitudes Aspect ...... 128 Table 48. The Result of AIC based on Skills Aspect ...... 128 Table 49. The Result of AIC based on Awareness Aspect ...... 129

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LIST OF FIGURES

Figure 1. The Cultural Iceberg Model ...... 19 Figure 2. Elements of Intercultural Competence ...... 33 Figure 3. Conceptual Framework ...... 66 Figure 4. The ADDIE Model ...... 71 Figure 5. Research Procedure Adapted from ADDIE Model ...... 71 Figure 6. The Unit Design ...... 94

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LIST OF APPENDIX

Appendix 1. Need Analysis Need Analysis Questionnaire ...... 145 The Result of Need Analysis Questionnaire ...... 151 Interview Guideline and Transcript ...... 159 Appendix 2. Course Grid ...... 161 Appendix 3. The Developed Materials ...... 170 Appendix 4. Expert’s Judgment Questionnaire ...... 171 Appendix 5. Assessment of Intercultural Competence Instrument for Assessing Intercultural Competence ...... 174 The Result of Assessment of Intercultural Competence ...... 177 Appendix 6. Intercultural Values Universal Values ...... 179 National Values...... 180 Yogyakarta Values ...... 181 Appendix 7. Letters ...... 182

CHAPTER I INTRODUCTION

A. Background to the Study Integrating intercultural values into the English classroom is considered as one of the important aspects of the English Language Teaching (ELT). It is because learners are required to be able to communicate with people from different cultural and linguistic backgrounds in global communication (Budi and

Widodo, 2019). Many students will continue their studies abroad and when they engage in global communication, they may encounter a conflict of values as people from different cultural backgrounds possibly have different values.

Therefore, it is crucial to equip students with intercultural competence enabling them to understand their own and others’ values. Intercultural competence is the ability to effectively think, act, and communicate with people from different cultural backgrounds (Leung and Tan, 2014). It becomes a valuable asset in this globalized world as people will be more likely to interact with people from different countries who have been shaped by different values.

Lindahl (2017) proposes five trends of ELT including translaguaging, global Englishes, online teacher education, social media for language learning, and advocacy. Alongside the globalization era, the vast majority of communication in English happening around the world only includes 25% of native speakers of English (Lindahl, 2017). Nguyen (2017) highlights that

English teachers have to prepare students to interact with people who are not from ‘inner circle’ countries only in which English is the first or the dominant

1 language. It indicates that the purpose of ELT has moved away from imitating

‘inner circle’ speakers as closely as possible to be competent speakers in global interaction. In other words, currently ELT focuses more on the importance of developing learners as competent language users. Kumaravadivelu (2003) states that English teachers have to facilitate learners with intercultural competence enable them to communicate appropriately in different cultural setting.

In accordance with the current trend, Kohn (2015) states that some countries where English is set as a foreign language have highlighted the intercultural issue like Turkey, Saudi Arabia, Vietnam, Thailand and others.

These countries have inserted both target and global cultural content into the

English teaching and learning classroom. It aims to build the students intercultural competence, so that they have appropriate competence in using

English to interact with people in the global world. Meanwhile, in Indonesia, the

English teachers have been suggested to insert the cultural content into their classroom as mandated in the Act of Republic Indonesia Number 20 Year 2003

Chapter 1 Article 1 on the National Education System. Added to this, the

Curriculum 2013 also concerns on cultural values insertion into school subjects to develop learners’ noble character. The values are derived from national culture and Pancasila. It means that all teachers including English teachers have the responsibility to insert national values into their lesson. In relation to the current trend of ELT, the English teachers in this country have to consider the insertion of intercultural loads from universal, national, and local including the values inherent in them.

In relation to the cultural insertion, Yogyakarta Government Regulation

Number 5/2011 on Management and Implementation of Education in

Yogyakarta stipulates that education has to uphold the local cultural values into the school subjects as this city has set its development goals for 2025 to be the center of education, culture, and leading tourism destination in civilized community in Southeast Asia. Therefore, the English teachers in Yogyakarta have an additional responsibility to bring in universal cultural content including target, national (Indonesia) and local (Yogyakarta) into their classroom. It is expected to broaden the students’ perspective and to strengthen what they already have. It means that learning a foreign language does not mean losing the local identity.

As a result, the English teachers in this city need specific English materials containing universal, national, and local cultural contents. Unfortunately, Syahri and Susanti (2016) found that the widely used English textbooks for senior high schools in this country are dominated with the target cultural content only. In more specific, Kusumaningputri and Widodo (2018) revealed that the texts found in the English course books used are dominated by diversity, caring, and creativity values.

As stated earlier, the teacher needs support in the form of supplementary materials for teaching and developing the values (Harmer, 2001). It implies that the materials have to not only present the knowledge of the language but also values inherent in the content. Therefore, the teacher can utilize the materials to facilitate the students to comprehend the knowledge of language as well as

3 internalize the values. Song (2013) investigating cultural content in reading texts found that passages containing source, target, and international culture provides good exposure for foreign language learners. It creates curiosity, helps students to be more accepting of diversity, and leads to global awareness. It implies that providing students with reading passages containing intercultural content and the values inherent in them can help them to understand their own and others’ values. The teacher has to select and treat texts containing cultural contents carefully due to their influence to shape the learners’ points of view.

Reddy (2013) mentions some important roles of materials in ELT. First, they become the primary source of learning. The teacher and students rely on the materials in the teaching and learning process. Second, materials become a learning support. And the last, they encourage motivation and stimulation. To motivate the students in learning, the materials need to be challenging but achievable and offer new ideas and information.

However, the available English materials containing intercultural values for senior high school students are limited. Indeed, the English materials used in

Indonesia have been completed with target cultural content, but universal and local (Yogyakarta) cultural content have not been highly considered yet.

Wahdini (2014) and Kusumaningputri and Widodo (2018) have integrated intercultural values into the English materials, but only designed for speaking classroom.

Thus, this study aims to insert intercultural values covering international, national, and local values into the English materials particularly for senior high

4 school students in Yogyakarta. It aims to equip the students with not only the knowledge of the language but also the cultural knowledge and values inherent in the materials. Added to this, it can support the Yogyakarta development goals in 2025 to be the center of education, culture, and tourism destinations in civilized community. Finally, the students are expected to be competent language users and to have a good understanding of their own and others’ values.

B. Identification of the Problems Based on observation and interviews at State Senior High School 6

Yogyakarta, there are some problems in the English teaching and learning process. The problems come from several factors, namely the students, the teacher, the media, and the materials.

First, related to the students’ attitudes, based on the result of interview, some students involved in violence and bullying cases but luckily this case has been solved through mediation. In term of English language teaching, especially in reading, some students are able to recall facts or respond factual questions from the text, but most of them found it difficult to understand English texts because of limited background knowledge and low vocabulary mastery.

Meanwhile, the teacher told that most of the students want to continue their study and even some want to apply a scholarship to study abroad. On the other hand, they have not learnt how to think, act, and communicate appropriately with people from different country as the teacher rarely highlights the intercultural value issues in her classroom.

Second, the teacher admitted that she believes in the importance of equipping students with both knowledge of language and cultural content.

However, she has limited time and capacities to design and provide appropriate cultural-based materials for her students. She rarely highlights cultural values in her classroom. She tended to focus on the language use only, for example she often emphasizes the structure of the text, grammar and vocabularies used in the text. Thus, the students’ awareness on intercultural competence is not developed well.

Third, related to the media, the school had a well-equipped multimedia laboratory but the most teachers rarely used it to support their teaching and learning process, except for the IT teacher. In fact, the English teacher could utilize this multimedia laboratory to present materials in teaching and learning

English, for example as variation and to attract students’ attention the teacher may use the LCD to present the reading materials in more interesting ways or to utilize Smartphones maximally.

The last, the main material used in the classroom was Lembar Kerja Siswa

(LKS). The teacher tended to depend on using the LKS during the teaching and learning process in the classroom. However, she sometimes used textbook entitled ‘Bahasa Inggris’ issued by Ministry of Education and Culture. However, the students cannot use and learn from the book at home as the number is limited.

The books are stored in the school library and can be used in the classroom during the English subject only. Furthermore, based on the observation, the presented materials in LKS did not promote intercultural content. Added to this,

6 previous study found that the English textbooks for senior high school students are dominated with the target cultural insertion only (Margana and Widyantoro,

2016) and Widodo et al. (2016) found that the textbooks for senior high school in Indonesia were only completed with half of the suggested national values. In this case, it is essential to provide supplementary reading materials containing intercultural values covering universal, national, and Yogyakarta values.

C. Delimitation of the Problems

Due to the limitation of the researcher’s knowledge and time, this study only focused on the last identified problem, the English materials used in the classroom. Thus, this study aimed at developing materials in the form of supplementary reading materials to assist both the teachers and students in the teaching and learning English. Furthermore, it is expected that the integration of intercultural values through the selection of meaningful input texts related to cultural values and selection of varied activities including discussion and exploration of cultures can help the students to understand their own and others’ values.

D. Formulation of the Problem

Based on the limitation of the problems presented above, the research problem can be formulated as “How are the intercultural English reading materials to be developed for the tenth-grade students in Yogyakarta?”

E. The Objectives of the Study

In relation with the formulated problems above, the objective of the research is to develop appropriate supplementary English reading materials containing intercultural values for the tenth-grade students in Yogyakarta.

F. Specification of the Product

The product that would be developed in this study is in the form of supplementary reading materials oriented to the Curriculum 2013. The materials were developed for tenth-grade students. The materials covered six units and exclusively designed to be applicable in Yogyakarta. The intercultural values would be inserted in each unit through the selection of meaningful input texts related to cultural content that both explicitly and implicitly portray the values and the selection of activities that promote discussion, exploration, and elaboration of intercultural loads. Each unit would consist of pre-reading activities, while-reading activities, post-reading activities, self-reflections, summary, and glossary.

G. Significance of the Study

This study is expected to give a valuable contribution theoretically and practically.

1. Theoretical significance

This study will add existing literature and extend the discussion of

intercultural values insertion into the English materials by specifying

the intercultural values into universal, national, and local values.

2. Practical Significance

Practically, this study will benefit English teachers, senior high schools

and government in Yogyakarta, and other researchers.

a. For English teachers

It is expected that the study will encourages the English teachers to

develop their own English materials which are appropriate for the

students.

b. For senior high schools and government in Yogyakarta

The study is expected to provide appropriate English materials

containing intercultural values for teaching and learning English to

be used in senior high schools in Yogyakarta. It is to expand the

students’ perspective and strengthen their local cultural values. Thus,

it can support the development goals set by Yogyakarta government.

c. For other researchers

The study might be a useful reference for other researchers who

conduct studies in the same research territory.

H. Assumptions of the Study

This study is designed based on the assumption that language and culture are interrelated. Thus, in order to understand and use the language appropriately, a language learner needs to understand the culture where the language is used.

CHAPTER II LITERATURE REVIEW

This chapter covers important theories regarding to this research to strengthen the understanding of the topic discussion. It discusses theories of culture, reading, materials, and need analysis. Besides the theoretical background, this chapter also consists of review of previous studies, conceptual framework, and research questions.

A. Theoretical Background

1. Culture

a. Definition of Culture

Culture is one of the most complicated words in the English

language (Kumaravadivelu, 2003). It is a complicated concept which does

not lend itself to a single definition or description. To different people, it

brings to mind different images. Thus, to define culture, Kumaravadivelu

(2003) follows the anthropologists by distinguishing between Culture with

a capital C and culture with a small c. The prior is a societal construct that

refers to the general view of culture as creative events like theater, dance,

music, literature, art, etc. Meanwhile, the later, culture with small c is

personal construct that refers to the pattern of attitudes, behavior, values,

and beliefs which guide daily life of an individual or a group of individuals

in a community.

Mesthrie, Swann, Deumert, and Leap (2009) define culture as a way

of life, a set of ideas and habits which are learned, shared, and transmitted

10 from generation to generation. In line with Mesthrie et al. (2009), Peoples and Bailey (2012) also believe that culture refers to socially learned knowledge and patterns of behaviors shared by a group of people. It covers knowledge, arts, morals, law, customs, and any other capabilities and habits acquired by people as members of a society. Wardhaugh (2000) defines culture as integrated pattern of human behavior covering thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, and expected behaviors of a racial, ethnic, religious or social group. In this study, culture refers to small c covering attitudes, behavior, values, and beliefs which guide daily life of individuals in a community.

It can be said that culture is a complicated concept referring to a way of life concerning the societal and personal construct shared from one generation to generation. It gives people a sense of who they are, of belonging, of how they should behave, and of what they should be doing.

Further, Sugirin et al. (2011) state that language is inseparable from culture meaning that culture cannot be expressed without language and language cannot be learnt without its culture. Therefore, teaching a new language will inevitably involve introducing a new culture. Thus, the English teachers have to consider the cultural insertion into their teaching and learning process.

11 b. The Element of Culture

Culture combines many elements to create a unique way of living for different people. Several experts have proposed the elements of culture.

Koentjaraningrat (2015) first mentions that there are seven universal elements of culture in all the nations of the world namely language, knowledge system, social organization, living equipment system and technology, livelihood system, religion system, and arts.

Added to this, Honigmann (in Koentjaraningrat, 2015) distinguishes between the three 'cultural phenomena' namely: (1) ideas, (2) activities, and (3) artifacts. Further, Koentjaraningrat (2015) makes it clear by referring them as “three manifestation of culture”:

1) A complex ideas, values, norms, and rules

This manifestation shows of cultural ideas, abstract nature, cannot be

touched, held or photographed, and its place in the minds of citizens of

the respective communities where the culture is alive. Ideal culture has

the function of regulating, controlling, and providing direction to the

actions, behavior, and actions of human beings in society as a courtesy.

This cultural ideal is also called customs.

2) A complex pattern of behavior

It refers to the social system because it involves actions and patterns of

human behavior itself. This manifestation can be observed,

photographed and documented as in the social system, people have

activities and interaction with others.

3) Products of human work

It refers to physical culture, which was entirely the result of a physical

activities. They are concrete in nature and can be felt, seen and

documented. For example: the temples, buildings, clothes, fabrics,

foods, computers, etc.

In line with Honningmann, Peoples and Baily (2012) propose major elements of culture namely symbol, language, values, norms, and artifacts.

They categorize the symbol, language, values, and norms into immaterial element while artifacts are considered as material element.

The first element which exists in every culture is a symbol. A symbol is anything that is used to stand for something else (Peoples and Baily,

2012). It can be words, gestures, pictures, or objects that represents, connotes, carry a particular meaning which is only recognized by those who share a particular culture. People who share culture often attach a specific meaning to an object, gesture, picture, or image, etc. Furthermore,

Peoples and Baily (2012) identify two important properties of symbols namely arbitrary and conventional. The first means there is no inherent quality in the symbol that lead a community group to attribute one meaning to it rather than some other meaning. Hence, the wink of an eye that often means ‘just kidding’ in some cultures is—literally—meaningless in other cultures. The second, conventional refers to the fact that the meanings exist only because people implicitly agree they exist, for example at a crossroad, a red light means ‘stop’ but only because all drivers agree that it does. In

13 addition, words provide a familiar example of the arbitrary and conventional nature of symbols. In English, the word for a certain kind of large animal is horse, but in Bahasa Indonesia, the same animal is called cow, in Javanese sapi, and so on for other languages. The meaning ‘cow’ is conveyed equally well by any of these words, which is another way of saying that the meaning is arbitrary and conventional.

The second element is language. It refers to a system of communication using sounds or symbols to express feelings, thoughts, ideas, and experiences (Wardhaugh, 2000). It also includes body language, slang, and common phrases that are unique to certain groups of people.

The clear sample is vocabulary difference, for example American French fries are British chips; American cookies are British biscuits, and so on. In addition, body language like eye contact represents different meanings in different cultures. In America, eye contact suggests that you are paying attention and are interested in what a person says. In other cultures, eye contact may be considered rude and a challenge of authority.

The most important element of culture is values (Barkan, 2011).

Values refer to ideas whether something is good or bad and desirable or undesirable. Community or society use the shared system of values to decide what is good and what is bad. Peoples and Baily (2012) further agrees that values are important element of culture because they have profound effects on people’s behavior. The goals one pursues, as well as

14 the general ideas about the good life, are influenced by the values of the culture into which one was born or raised.

The next element is norms. They refer to shared ideals or rules about how people have to act in certain situations, or about how particular people should act toward particular other people (Peoples and Baily, 2012). Even though norms exist does not mean everyone follows them all the time.

Likewise, Peoples and Baily (2012) distinguishes norms into two types, formal norms and informal norms. The first type refers to the standards of behavior considered the most important in any society, for examples in the

United States include traffic laws, criminal codes, and, in a college context, student behavior codes addressing such things as cheating and hate speech.

Meanwhile, the second type informal norms which is also called folkways and customs refers to standards of behavior that are considered less important but still influence how people behave, for example table manners, how one interacts with a cashier, and how one rides in an elevator.

The last element of culture is the artifact. The same as

Koenjtaraningrat (2005), Peoples and Baily (2012) defines artifacts as society’s material objects like tools, building, furniture, foods, clothing, etc. In a society, people often get difficulties to understand the artifacts that are essential for other society. It can be said that culture has several elements that shape the community.

15 c. The Types of Culture

Cortazzi and Jin (in Syahri and Susanti, 2016) distinguish three categories of cultural information that can be integrated into materials namely international, target, and local culture. First, international target culture comes from a wide variety of cultures set in English-speaking countries or in countries where English is not a first or a second language or in expanding circle countries like Indonesia, Saudi Arabia, Thailand, etc. Second, target culture is from the countries where English is a native language like United Kingdom, United States, Canada, Australia, and New

Zealand or form the ‘inner circle’ three concentric circles of the language as proposed by Kachru (1997). The materials from the target culture are most popular instruction in expanding countries. The second type is local culture which focuses on language learners’ own culture. In particular countries, the National Education Board commonly publishes materials for teaching and learning English to presents language learners’ own culture.

It is to enable learners to talk about their own culture to foreign visitors in their country.

Indeed, in order to be able to communicate and interact appropriately, the students have to be introduced to the target culture

(Margana, 2015). It means that the students need to understand the essence of how language works in the social contexts of the native speakers of the target culture. Otherwise, the English teacher in Indonesia also has

16 responsibility to maintain or strengthen the students’ national identity by promoting national values as mentioned above.

According to Peterson (2014), as culture is a complex concept, it is easier to understand culture from Cultural Iceberg model proposed by Hall.

Hall's model has provided a great way to envision the breadth and complexity of human cultures. This concept is called Iceberg because icebergs are famously disproportionate in terms of visibility. The portion of an iceberg which is visible or above water is only a small piece. The top

10% is seen, but 90% of its mass is below the surface. Culture is similar to iceberg. The 10% of culture can be observed or seen, but to understand the rest one needs to go deeper. Similarly, people often think of culture as the numerous observable characteristics of a group that can be seen like behaviors and customs. Otherwise, they are merely external manifestation of the deeper and broader components of culture known as attitudes and beliefs and core values.

Figure 1. The Cultural Iceberg Model

In more detail, Hall (in Peterson, 2014) differentiates culture into two types, surface culture (observable) and deep culture (unobservable).

The first category or the surface culture is the part of culture which one can see, taste, smell, hear, and touch. Like the tip of the iceberg, observable culture makes up only small portion (10%) of the overall culture. However, it is what one sees or feels immediately when interacting with those from other cultures. It includes specific behaviors/customs/language etc. The cultural differences between communities can be seen from “what” or

“how” things are done. The longer interaction with a specific culture, the more exposed to the deep culture. The second category is deep culture. As ones have longer interaction with a specific culture, they get to know the deeper layer of culture. The deep culture is divided into two layers, attitudes and beliefs and core values.

Attitudes and beliefs are near the surface, but they are hidden.

Attitudes can be said as unspoken rules of a society. Unspoken rules include things like nonverbal communication, how people interact with or show emotions, concepts of personal space, manners, and contextual behavior. This part of society takes more time for an outsider to understand because it is not as obviously visible. In this phase, people begin to understand the differences in “why” things are done.

People and Baily (2009) and Barkan (2011) consider values as one of the most important elements of culture since it is the standard of worthiness that influence people behavior. In other words, they are

18 commonly held standards of what is acceptable or unacceptable, important or unimportant, right or wrong, workable or unworkable, etc. in a certain community.

A community or society may have different values that distinguish one from another (Schwartz, 2005). People in Indonesia may have different values from people in other countries like United States or

Australia, Canada, etc. ‘Individualism’ is upheld by American, while

Indonesian praise much for ‘gotong royong’. Even, a group of people in a country may have different values from others in the same country. In more detail, to understand the values in Indonesia, one needs to look at the sociocultural landscape. Indonesia is a home to diverse culture (norms and traditions), ethnic groups, and religion (Widodo et al., 2016). In relation to religion, Indonesia has officially recognized Islam, Christianity,

Hinduism, Buddhism, and Confucianism (Widodo et al., 2016). Indeed, the people are given freedom to follow a religion but they have to respect others who have different religions (Widodo et al., 2016). These different religious beliefs guide moral reasoning (knowing), feeling, and behavior

(doing). It implies that Indonesian people with different religious beliefs hold different values. Further, aside from religious beliefs, this country has different values culturally and socially anchored in ethnic traditions

(Widodo et al., 2016). Yogyakarta people hold different values from the

Balinese. The clear example is value of ‘gotong royong’. In Yogyakarta it is called ‘gugur gunung’ (working together to build public facilities), while

19 in Bali it is called as ‘Ngayah’ (working together for religious rituals). It implies that each of ethnic group in Indonesia engages in different social practices guided by particular cultural values.

On the other hand, Schwartz (2005) considers a value as a universal value if it has the same value for almost all people. He further explains that universal values can be understood in two ways: something has a universal value when everybody finds it valuable and when all people have reason to believe it has value.

d. Intercultural Values

A certain community has its own culture and values (Wardhaugh,

2000). It means that a country may hold different values from another. In the context of foreign language learning, learners have to be equipped with intercultural values to enable them communicate appropriately. Byram

(2008) highlights that intercultural values as cultural loads both from the

English native speakers’ countries and the learners’ country. It implies that teachers of foreign language need to consider cultural loads not only from English speaking countries, but also from learners’ country. Added to this, in this globalized world, the teachers also need to expose universal cultural loads.

As stated earlier, values are the most important elements of culture as they become the standard of worthiness of people behavior in globalized world. This study will insert intercultural values covering universal, national, and local values to be into the reading materials for the tenth-

20 grade students in Yogyakarta. It underlies on some considerations. First, universal values can give global perspective to students toward global community. Second, the national values refer to Indonesian values as suggested by the Ministry of Education and Culture for building students’ noble character. Third, local values refer to Yogyakarta values as suggested in the Government Regulation Number 5/2011 on Management and Implementation of Education in Yogyakarta. It states that education in

Yogyakarta has to uphold the Yogyakarta cultural values. The detail of the values is as follow:

a) Universal

The discussion above has explained that a value is considered as universal if everybody finds it valuable and all people have reason to believe it has value. Schwartz (2005) believes that universal values are exist. As cited in Madya (2013), there are six pillars of universal values, namely trustworthiness, respect, responsibility, justice, caring, and citizenship. The detail of each value can be seen in Appendix 6.

b) National

The Ministry of Education and Culture has suggested eighteen values to be integrated in the teaching and learning process. They are religiosity, communicative, social care, curiosity, democracy, perseverance, independence, fondness for reading, tolerance, honesty, discipline, creativity, nationalism, patriotism, appreciation, love of peace,

21 environmental awareness, and responsibility. They are derived from

Pancasila, religions, culture, and the objective of national education

(Ministry of Education and Culture, 2011). It can be said that cultural values become one of the considerations in teaching and learning process in Indonesia.

Each school can add more values to school subjects based on the physiological and sociocultural principles (Ministry of Education and

Culture, 2011). Thus, English subject is no exception to the inclusion of values in the teaching and learning process. The detail of the national values can be seen in Appendix 6.

Ideally, all the suggested values are to be inserted into the teaching and learning process. Meanwhile, it is not an easy job to integrate all of them. Thus, the Ministry of Education and Culture states that it is possible for teachers to insert only some values that related to the subject. In this case, related to English subject, there are nine suggested values namely friendliness, communicative, social care, democracy, curiosity, perseverance, discipline, independence, and fondness for reading.

c) Local

As previously mentioned, referring to Government Regulation

Number 5/2011 on Management and Implementation of Education in

Yogyakarta, education institutions have to uphold the local cultural values as this city has set its development goals to be the center of education, culture, and leading tourism destinations in Southeast Asia in 2025. Thus,

22 it is clear that the English teachers in Yogyakarta have to accommodate

Yogyakarta values to support Character Education and Yogyakarta development goals. Yogyakarta values are distinguished into two, values related to one’s self and related to other people. The detail of each value can be seen in the Appendix 6.

Indeed, there are some similar values among universal, national, and local context. Therefore, the researcher has made a selection. The researcher decided to select twenty values. The selection of values underlies on several considerations: 1) based on universal values, 2) based on the values suggested by the Ministry of Education and Culture, 3) based on the main values which have the closest relation to the English subject,

4) based on the values suggested by Yogyakarta. The detail intercultural values to be inserted in the reading materials can be seen below.

Table 1. Intercultural Values Universal National Local Trustworthiness Friendliness Mutual Respect Communicative cooperation Responsibility Social care Patience Justice Democracy Politeness Caring Curiosity Honesty Citizenship Perseverance Tolerance Discipline Independence Fondness for reading

This study attempts to integrate intercultural content and the values inherent in them into reading materials. According to Kumaravadivelu

(2003), previously the cultural orientation that informed foreign language learning and teaching was confined mostly to Culture with a big C. Today,

23 after language communication became the primary goal of language learning and teaching, that learners and teachers start emphasizing the importance of everyday aspects of cultural practices, that is, culture with a small c. As mentioned before, culture with a small c highlights personal construct referring to attitudes, behavior, values, and beliefs that guide daily life of an individual in a community. Thus, the integration of universal, national, and local values into the reading materials support the current goals of ELT in order to raise students’ consciousness/awareness on cultural differences.

In reference to the Ministry of Education and Culture (2011), values have to be inserted and internalized in all aspects of teaching and learning through the following ways:

a) expressing the values existing in the materials. b) integrating values as an integral part of the learning materials, c) using imagery and comparisons of the characters to the similar events in the students’ lives, d) changing negative aspects into positive one, e) expressing values through discussion and brainstorming activities, f) using stories to revive the values, g) telling stories of the great men, h) using songs and music in integrating values, i) using drama to portray the values, and j) using various activities to bring values into humanity In more detail, Abidin (2012) states that values can be integrated into

ELT through aspects of teaching and learning process, namely curriculum, materials, and teacher. First, in term of curriculum, Lickona (2006) suggests that values can be implanted through curriculums or programs.

Values can be integrated in meaningful spoken/written texts as ‘a hidden curriculum’ (Madya, 2013). The hidden curriculum is defined as ‘hidden’

24 because it is unwritten, unofficial, and often unintended lessons, values, and perspective that students learn in the school.

The second is through materials. Values are inherent in the materials themselves (Widodo et al., 2016). Materials are one of prominent aspect of teaching and learning process and they have essential role in disseminating culture into ELT classroom (Sugirin et al., 2011). As culture contains values, then integrating culture into the materials can portray its values. The integration of values into the materials may be started from the text and activities selection (Widodo et al., 2016). It implies that the selected input texts have to be meaningful, related to culture, and contain values either explicitly or implicitly. The activities may be varied from discussing, exploring, and elaborating cultural loads.

Third, as values inherent in the materials, the teacher has tasks to find out, identify, and convey them to their students while they are discussing contents and linguistic features (Abidin, 2012). However, it depends on teachers’ sensitivity – how sensitive the teachers are in inferring materials comprising of values, for conveying the values. In reference to Lickona’s ideas on the integration of values, the teachers of

English, besides telling the students and emphasize what values exist, are to develop which are inherent in every single material and activity. In addition, the teacher has to emphasize that students have to be actualized in their real-life.

In more detail, Madya (2013) states that English teacher can develop values from English texts, learning process, and communication practice.

First, English texts are potential to develop values whether in the structure or content. In term of structure, different text structures are likely to have different values, and for example justice and responsibility can be inserted in a comparison text where the text shows equal elaboration about the issues being discussed. However, in relation to content, values can be inserted in certain texts based on the target competence, for example patriotism and nationalism in a recount text containing Indonesian struggle for independence or even other countries’ struggle for independence so that learners can compare and reflect it to their own. There are many

English texts highlighting environment, social justice, law, employment, or economic condition containing several values to feasible to be developed. Second, related to learning process, values can be developed through pre-communicative and communicative activities. In pre- communicate activities like language focuses, tenses, vocabularies comprehension etc. requires perseverance. However, in communicative activities, teacher can develop democratic values as learners practice to communicate in English with others and it trains them to listen to other person, to accept critics and suggestions, and to let others speak up their feeling. Third, values can be developed through communication practice in English. The learners are encouraged to be communicative and considered the situation, expressions used, and socio-cultural condition. It

26 means that the teacher may develop social care values to enable learners to select the appropriate expressions in certain situations. In other words,

English text, learning process, and communication practice have significant roles for integrating values because the values are inherent in them and the teachers needs to uphold them in the teaching and learning process.

In conclusion, among the other aspects, texts have significant roles for the integration of intercultural values because the texts provide meaningful input where the values inherent in them.

e. Intercultural Competence

Prior to further discussion about ‘intercultural competence’, it is crucial to look at the term of ‘intercultural’ first. UNESCO (2013) defines

‘intercultural’ as what occurs when members of two or more different cultural groups interact or influence one another, whether in person or through various mediated forms. Further, UNESCO (2013) proposes the definition of competence as having sufficient skill, ability, knowledge, or training to permit appropriate behavior, whether words or actions, in a particular context. Byram (2008) highlights that competence cover cognitive (knowledge), functional (application of knowledge), personal

(behavior) and ethical (principles guiding behavior) components. Hence, the capacity to know must be matched to the capacity to speak and act appropriately in context. UNESCO (2013) considers that competence does

27 not depend on one single skill, attitude, and type of knowledge. It can be said that competence engages in a complex set of skills, attitudes, and knowledge.

Intercultural competence refers to knowledge of others; of self; skills to interpret and relate; skills to discover and/or to interact; and valuing others’ values, beliefs, and behaviors (Byram, 2008). Added to this,

Deardorff (2009) argues that intercultural competence is the ability to communicate effectively and appropriately in intercultural interaction. In other word, intercultural competence describes one’s effective and appropriate engagement with cultural differences. Furthermore, Byram

(2008) identifies communicative competence and intercultural competence as parts of intercultural communicative competence—the ability to communicate effectively and appropriately with people from different culture. The first covers linguistic competence, sociolinguistic competence, and discourse competence. However, the second consists of three components namely knowledge, skills and attitudes. In foreign language learning, having awareness of the culture and how the culture relates to one´s own culture is essential (Byram, 2008).

The terms of Intercultural Competence (IC) and Intercultural

Communicative Competence (ICC) are indistinguishable in a wider sense.

Several scholars event went beyond to replace the term intercultural competence with intercultural communication competence (Byram, 2008).

Further, Byram (2008) clarifies it and defines someone with intercultural

28 communicative competence is someone who can interact with people from another country and culture in a foreign language. In other words, an interculturally competent individual is someone who has the willingness about the knowledge of the others’ culture and in return makes the other understands his own culture. However, ICC addresses the learners’ needs for communicating in English not only locally but also internationally

(Byram, 2008). It implies that intercultural communicative competence is the ability to communicate and interact across linguistic and cultural borders. Byram (2008) argues that the ability to communicate appropriately does not only need the linguistic competence but also a set of knowledge, attitudes, skills, awareness related to culture to form what is called Intercultural Communicative Competence (ICC). The combination of all these components reinforces the argument that acquiring ICC needs knowledge, skills, attitude and values.

It can be said that intercultural competence is a set of knowledge, attitudes to function, think, act, and communicate effectively with people from different cultural background. As consequence, a language learner has to understand and aware of their own culture, aware of how their culture is seen by people from other cultures, and understand the target culture. Thus, it is important to develop foreign language learners’ intercultural competence to enable them to communicate effectively and appropriately.

1) Aspects of intercultural competence

Based on definition of intercultural competence, this competence consists of some components. Various theoretical models of these components have been proposed by experts over the years. As previously mentioned, Byram (2008) states that components of intercultural competence are knowledge, skills and attitudes, complemented by the values one holds because of one's belonging to a number of social groups and these values are part of one's social identities.

According to Byram (2008) the first aspect of intercultural competence is knowledge. There are two types of knowledge required for intercultural competence, namely knowledge about social groups and cultures in own country and knowledge about social groups and cultures in the countries of other interlocutors. In other words, in Indonesia, English is a foreign language, thus the students in this country need to acquire broad knowledge. Not all knowledge about social groups and cultures other speakers’ countries comes from foreign language classrooms as such knowledge can be gained from media, friends, family and others.

However, materials in the foreign language classroom have to help to develop this knowledge and the students are encouraged to relate this knowledge to knowledge of their own culture.

The second aspect is skill. In more detail, Byram (1997) divides skills into two types: (a) ability to interpret and explain a document or event from another culture and to relate it to own culture; and (b) ability to

30 acquire new knowledge of a culture and to operate knowledge, attitudes and skills in real communication. Both types of skills require the development of language competence. In addition, skills of interpreting, explaining, and relating between different cultures and the ability to use them in real situation practice are necessary.

The last aspect is attitude. In more detail Byram (2008) said that attitude covers curiosity and openness, readiness to suspend disbelief about other cultures and belief about own culture. It means a willingness to relativize one's own values, beliefs and behaviors, not to assume that they are the only possible and naturally correct ones, and to be able to see how they might be seen from an outsider's perspective who has a different set of values, beliefs and behaviors.

Knowledge Skills Cultural self listening, awareness; observing, culture specific avaluating; knowledge; Analysing, socio-linguistic interpreting and awareness; grasp of global issues relating; critical and trends thinking

Attitudes Respect; openess; curiosity; discovery

Figure 2. Elements of Intercultural Competence

In line with Byram (2008), Deardorff (2006) has proposed three constituent elements of intercultural competence, namely knowledge, skills, and attitudes. In fact, Byram (2008) and Deardorff (2006) have

31 similar aspects of intercultural competence at glance but they give quite different detail elaboration.

The first constituent element of intercultural competence is knowledge (Deardorff, 2006). It includes cultural self-awareness—the ability to articulate how a person’s culture has shaped her/his identity and world view; culture specific knowledge—the ability to analyze and explain basic information about other cultures such as history, politics, economics, communication styles, values, beliefs and practices; sociolinguistic awareness –the ability to acquire basic local language skills and to use different verbal/non-verbal communication; and grasp of global issues and trends—the ability to explain the meaning and implications of globalization and relating local issues to global condition). The second aspect is skill which covers listening, observing, and evaluating—the ability to use patience and perseverance to identify and minimize ethnocentrism, and to seek out cultural clues and meaning; analyzing, interpreting, and relating—the ability to seek out linkages, causality and relationships using comparative techniques of analysis; and critical thinking—the ability to view and interpret the world from other cultures’ point of view and from own culture’s point of view. The last is attitudes which consists of respect—the ability to seek out other cultures’ attributes; value cultural diversity; think comparatively and without prejudice about cultural differences; openness—the ability to suspend criticism of other cultures; gather ‘evidence’ of cultural difference; openness to being proven

32 wrong; curiosity—the ability to seek out intercultural interactions, view difference as a learning opportunity, be aware of one’s own ignorance; and discovery—the ability to tolerate ambiguity and view it as a positive experience; willingness to move beyond comfort zone.

Based on the elaboration above, it is clear that intercultural competence has three main aspects namely, knowledge, skills, and attitudes. They are required for creating competent language users.

However, in his study, Lee (2009) found that intercultural competence cannot be acquired in a short space of time. In other words, it is a long process which needs to be addressed explicitly in the teaching and learning process continuously.

2) Ways to promote intercultural competence

Intercultural competence is valuable asset in this global world where people are more likely to interact with people from different culture

(Deardorff, 2006). Thus, the education institutions have responsibility to take it into consideration as the presence of cultural differences do not lead to intercultural awareness automatically. Peterson (2014) argues that schools can promote the intercultural competence of students through three ways. First, through intergroup contact such as encouraging intercultural friendships, organizing periods of study abroad, arranging for students to have Internet-based intercultural contact, setting up school-community links and partnerships, and implementing service-learning projects.

Second is through pedagogical approaches, such as supporting students’ critical reflection on their intercultural experiences and on their own cultural affiliations, using pedagogical approaches such as cooperative learning and project-based learning, using other pedagogical activities to enhance the development of specific components of intercultural competence (e.g., activities emphasizing multiple perspectives, role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks). The last is school institutional policies like applying a culturally inclusive curriculum, adopting a whole school approach to valuing diversity and human rights.

Moreover, UNESCO (2013) proposes principles to promote and develop intercultural competence in education context. The first is respect the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all. The second is providing each learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society. The third is providing all learners with cultural knowledge, attitudes and skills that enable them to contribute to respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations.

In more detail, Kumaravadivelu (2003) believes that the teachers in language classroom need to help the students to develop their intercultural competence through several ways. The first is complimenting course content by facilitating practical and meaningful experiences. Second,

34 illustrating concepts and theories or content in the material through global lens. It means that by framing the content in a global context, the teacher can wide students’ perspectives on the world, challenge stereotypes, and help them to build connection between topics of the lesson to their own experience. Third is having students to reflect on the experience and challenges of intercultural communication, Thus, the teachers encourage students to engage in meaningful reflection of their experience.

3) Intercultural Learning

In language learning, the concept of intercultural can be described by considering two approaches: the cultural orientation approach and the intercultural orientation approach. Liddicoat and Scarino (2013) propose that cultural orientation approach is teaching culture as a body of knowledge. It means that the learners learn the knowledge of the relationship between language and culture without being involved actively in the transformation of their attitudes, values, and beliefs. Meanwhile, the second approach covers knowledge about the relationship between language and culture and the process of transformation of attitude, awareness, and values towards intercultural competence. Thus, cultural orientation is subordinated to linguistics while the intercultural orientation is deliberate learning process, because it must transform learners and change from one`s own way of viewing one`s culture and others culture where the meaning making, interpretations, and the cultural boundaries are explored, resolved, and redrawn (Liddicoat and Scarino, 2013).

In relation to intercultural learning, some experts have proposed principles of intercultural language learning which make the learners move towards intercultural competence. The principles require a deliberate and dynamic process because cultural as knowledge and as practical interaction is dynamic. Liddicoat and Scarino (2013: 57-59) propose five basic principles of intercultural language learning including active construction, making connection, social interaction, reflection and responsibility. Active construction means active engagement in the process of intercultural language learning. It requires the learner to be active rather than passive recipient of knowledge. It involves the learner into higher order thinking skills tasks. The task has to be conducted in intercultural perspective to make the learners interact actively between their culture and the target culture. Making connection refers to when learners reflect the existing knowledge with the new knowledge. The combination between the existing and new knowledge makes the learner move a step towards intercultural competence. This principle indicates that language and culture cannot be learnt in isolation in which the learners make connection between their experiences within their own linguistic and cultural framework to connect with others’ experiences beyond and across their own frame work.

Social interaction means that the learner must be interactive while engaging in intercultural language learning. It concerns on the importance of interaction with others. Learners need to interact with the target

36 language community as the same times interact with others in the learning process. Interacting with others makes learners understand more about the cultural and linguistic frame of others as they relate with their own culture and linguistic frame work. Reflection means being aware of one thinks and the processes of learning on how the learners interact while knowing the knowledge of other people with different culture. It also involves the understanding of diversity of cultures, identities, experiences, thoughts, and feelings. This principle involves decentering from one’s linguistic and cultural framework to the new way of thinking in cultural diversity perspectives. Then, responsibility means acknowledge that learning depends on the learners’ attitudes and value. This principle also refers one`s self struggle to interact with others within and across languages and cultures for better understanding of self and others. Any intercultural speaker has responsibility to develop intercultural sensitivity by understanding the cultural diversities (Liddicoat and Scarino, 2013).

Those principles are crucial for intercultural language learning since their application makes the language learners to be interculturally competent because they will be able to engage with the diversity.

Liddicoat and Scarino (2013: 60-62) propose four processes of intercultural language learning to make the principles above more practical. They are noticing, comparing, interacting and reflecting. First, noticing is one of the entry points in intercultural language learning

(Liddicoat and Scarino, 2013). In this stage, learners become aware of the

37 new linguistic and cultural practices in the learning process and ask several questions about those practices. These new cultural practices can be easily noted by paying attention to similarities and differences between the target culture and the learners’ culture and trying to understand them. Noticing is not limited to classroom activities but also the other cultural practices of the target culture audience in different social settings.

Comparing is the stage where learners compare their language and cultural framework with the target language and culture (Liddicoat and

Scarino, 2013). The process also involves comparing the background knowledge of the target culture and the new knowledge obtained and noticed through an input in the learning process. However, intercultural language learning does not end with comparison of the culture but identifying the similarities and differences is a means to development of intercultural sensitivity. In interacting stage, the learner interacts by engaging actively with the diversity. This process is dynamic and complex but it provides more experience to be used in noticing and comparing. The last stage is reflection in which learners engage into understanding of the similarities and difference (Liddicoat and Scarino, 2013). Thus, they come out with possible conclusions from different perspectives. It is in this process the learners engage into deeper exploration of the differences and similarities and discover the new experience. The new experience makes the learners to construct their new cultural and linguistic framework different from their own background knowledge and culture. Therefore,

38 reflection shapes the learners with the new constructive framework on how to think, act, behave, and engage within the cultural diversity.

In developing the materials, the researcher referred to the stage of intercultural language learning process. The appropriate activities for noticing stage were grouped into Let’s Start. Then, the activities for comparing stage were grouped into Let’s Read. Next, the activities for the interaction stage were in Let’s Learn More. The last stage is reflection in which the activities for this stage were also called Reflection.

4) Assessment of the Intercultural Competence

The importance of intercultural competence has been recognized by educators. Some scholars have proposed instrument to measure intercultural competence. Intercultural competence can be assessed quantitatively (Byram, 2008). Quantitative measures of intercultural competence almost exclusively rely on self-ratings. Bayram (2008) states that one of instrument to assess intercultural competence is Intercultural

Sensitivity Inventory (ICSI). It approaches intercultural competence from the perspective of a person’s ability to appropriately modify his or her behavior when confronted with cultural differences.

Further, Global Perspective Institute has developed Global

Perspective Inventory (GPI) (Peterson, 2014) to assess how students relates to others from backgrounds different from their own and how they perceive their own cultural heritage. GPI emphasizes cognitive, intrapersonal, and interpersonal dimensions, which provide a holistic

39 approach to assess learning and development. Added to this, Peterson

(2014) highlights the Intercultural Development Inventory (IDI) to measure orientations to cultural differences through several dimensions: denial/defense, reversal, minimization, and acceptance/adaptation.

Furthermore, Association of American Colleges and Universities has designed Intercultural Knowledge and Competence Values Rubric

(Lee, 2009). The levels of rubric are informed in part by M. Bennett's

Developmental Model of Intercultural Sensitivity (Lee, 2009). This rubric is to identify learning outcomes and fundamental criteria for each outcome: cultural awareness, verbal and non-verbal communication strategies, and attitudes of curiosity, openness, and empathy. Fantini and

Tirmizi (2007) has explored and developed a comprehensive construct of intercultural competence and developed tools for its assessment. The tool is called ‘Assessment of Intercultural Competence (AIC) instrument’ developed by Fantini and Tirmizi (2007). It has been widely used for researching students’ intercultural competence. The key objective of the instrument is to elicit data about students’ attitudes regarding intercultural load in their ELT classroom. The questionnaire comprises students’ knowledge, attitude, skills, and awareness on intercultural load in their classroom. As has most common objective with this study, the researcher decided to adapt this instrument for assessing the students’ intercultural competence.

2. Reading

a. Definition of Reading

Reading is one of receptive skills that has to be mastered in learning

a language. Nunan (2003) defines reading as a fluent process of readers

combining information from the text and their own background knowledge

to build meaning. It means that in order to build meaning or make sense of

the text, the readers do not only need to understand the language of the text

at word level, sentence level and whole-text level but also to connect the

message of the text to their prior knowledge. In detail, Alderson (2000)

states that the ‘reader’ and the ‘text are the two main variables involved in

the reading process and they are seen as interacting with each other. The

interaction between the reader and the text ends up with the understanding

of what the text means. It implies that there are process and product of

reading. The process of reading is the interaction between the reader and

the text in which the readers do not only look at the text, decode the marks

on the page, decide the means of the marks, relate it to each other but also

think about what they are reading and relate with the things they know.

Meanwhile, the product of reading is comprehension or understanding

about the text being read and the final product of the same text will be

different for different people as the readers’ prior knowledge and purpose

of reading affect the process.

In line with Alderson (2000), Cunningham and Allington (2007)

believe that reading is about understanding written texts which consists of

41 word recognition and comprehension process. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Meanwhile, comprehension is the process of making sense of words, sentences and connected text. The readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to understand the written text. In other words, reading is a process that goes between the reader and the text, and the result is comprehension. Added to this, Harmer (2007) define reading as the process of constructing meaning through dynamic interaction among the reader’s prior knowledge, the information contained in the printed page, and the context of the text.

In more detail, Sugirin (2002) distinguishes reading into three difference meaning: micro, macro, and general meanings. First, micro reading is the interpretation of printed text with little or no understanding of its meaning, for example reading activity between a mother and her 4- years old daughter—the mother teaches her daughter to read a simple sentence. Second, micro reading is an activity of interpreting to make judgment or conclusion related to the object attended to. The last, general reading is an activity to comprehend printed texts with the help of reader’s background knowledge to make sense of the text. In other words, general reading focuses on ‘meaning’.

It can be concluded that reading is an active interaction that involves both process of interaction with written text and constructing meaning of

42 the text through dynamic interaction among the readers’ prior knowledge, the information contained in the printed page, and the context of the text.

b. Reading Comprehension Reading comprehension has become the concerns of language experts. Westwood (2008) proposes that reading comprehension can be divided into three levels, namely literal, inferential, and critical comprehension. The literal comprehension is when the readers can understand the factual information presented in the text as it is explicitly stated. However, the inferential comprehension is when the readers can make sense of the text beyond the words on the text in order to draw inferences related to the text. In this type of comprehension, the readers used the information to conclude the cause and effect effectively as to anticipate what may come next. The last, the critical comprehension refers to when the readers can judge what they are reading.

Richards and Schmidt (2002) also propose three types of reading comprehension. They are explicitly-stated information, implicitly-stated information, and criticizing the information presented in the text. Added to this, they propose appreciative comprehension. This type of comprehension is aimed to gain the readers’ feeling in response to the text.

Furthermore, Duffy (2009) categorizes reading comprehension into eight. They are proactive, tentative, transactive, thoughtful, imagistic, inferential, and reflective. First, comprehension is proactive because the

43 readers have to think actively and monitor the meaning constantly. Second, comprehension is tentative as prediction made in one moment may change in the next moment. Third, comprehension is personal as the meaning exists in the readers’ interpretation that is controlled in turn by their prior knowledge. Fourth, comprehension is transitive as the readers’ background knowledge interacts with the author’s intention. Fifth, comprehension is thoughtful as the readers need to analyze the clues provided by the author. Sixth, imagistic, comprehension is visualizing the author’s descriptive language to create a picture in mind of what is happening. Seventh, comprehension is inferential as the readers can only make a calculated guess about the authors’ meaning because the author was operating from one set of experiences and the reader from another.

The last, reflective, comprehension is evaluating what have been read and determining its significance and/how it can be used after finishing reading.

In more detail, Davies and Pearse (2002) divide the reading comprehension into three stages. They are pre-reading, while-reading, and post-reading. First, pre-reading is the introduction of the reading activity in which the students will make a preparation about what they are going to read. The teacher can give an activity for example guessing the topic, giving a visual illustration, or predicting the topics by giving some keywords. Second, while-reading is aimed to help the students understand the texts. It is the main activity of reading. The students can read the main idea of the texts, scanning and skimming the important information in the

44 text. The important thing is that the students can understand the content of the passage. They can answer the questions and teach the other related to the text. The last is post-reading activity. After the students understand about the content of the text, they are expected to give more information and giving their own ideas about the texts. They are not only comprehending the text, but also linking the topic with their own experiences in their real life.

c. The Process of Reading

Previously, it has been mentioned that reading comprehension is process of comprehending meaning from the text or making sense of the text where the readers need to recall their prior knowledge related to the text. However, they may have different ways to comprehend the text from one to another. Brown (2001) categorizes three types of reading process.

They are bottom up, top down, and interactive process.

First, in bottom up process, the readers have to recognize letters and words, phrases and grammatical cues, and discourse markers. It requires a sophisticated knowledge of the language itself as the readers have to make a sense of the text, and generate meaning from it. Furthermore, Harmer

(2007) highlights that in the bottom up process, the readers focus on individual words, phrases, cohesive devices, and gain understanding by stringing these detail elements together to build up a whole.

Second, the top down process is the contrast of bottom up process or the process of reading in which the readers draw their knowledge to understand a text. It can be said that the readers predict the meaning to process the text. Harmer (2007) argues that the readers have to visualize the text in order to get the clear meaning of it. It will be success if the readers have preexistence knowledge about the topic of the text.

The last, the interactive process is the combination of top-down and bottom up process. Brown (2001) mentions that readers shift from one focus to another continually, adopt a top down to predict meaning then move to the bottom up to check whether it is really what the writer intended. Added to this, Harmer (2001) believes that reading probably most useful if combining both bottom up and top down process as individual details might encourage the readers to comprehend the whole.

It implies that without a good understanding of the details, the readers may find it difficult to make clear picture of the text.

It can be concluded that there are three processes of reading. In the bottom up process, the readers focus on the details of the language elements and make sense of the text by using the elements together to create a whole. On the other hand, in top down process, the readers need to recall their prior knowledge to comprehend the text. The last, in the interactive process, the readers combine both top down and bottom up process to comprehend the text.

The ultimate goal of reading is not to have students just sound out the words that they are reading but instead to understand that what they are reading has inherent meaning. In order to make the students comprehend the meaning of from the text they read, the teacher have to design suitable activities in each reading stages. Cunningham and Allington (2007) mention that there are three stages in teaching reading, namely pre- reading, while-reading, and post-reading activities.

First, pre-reading activity refers to activities done by the students before they read the text in detail (Cunningham and Allington, 2007). It aims to raise the students’ knowledge of what they are about to read (their background knowledge) as this knowledge will help them to understand the text. In this stage, the teacher prepares the students for the tasks and familiarize them with the topic of the reading exercise. Pre-reading activities include predicting based on the title, predicting based on vocabulary, predicting based on the true or false questions, skimming, scanning, eliciting word games, brainstorming, etc.

Second, while-reading activity refers to activities that help students to focus on aspects of the text and to understand it better (Cunningham and

Allington, 2007). It aims to help the students to achieve the lesson aims by handling the text in different ways. There are some sample while-reading activities such as identify topic sentences, distinguishing between general and specific ideas, identify the connectors, coding text, predicting what is next, matching, jigsaw, etc.

The last, post-reading activity is to help the students understand the text further, through critically analyzing what they have read (Cunningham and Allington, 2007). There are some useful and interesting post-reading activities like retelling, reporting, reviewing, summarizing, discussing the text, etc. These activities provide the students with opportunities to relate what they have read to what they already know or what they feel.

d. The Reading Sub-skills As reading is a complex activity, the readers have to master the reading sub-skills or micro and macro skills or reading. Brown (2001) proposes the details of micro and macro skills of reading.

Micro skills 1) Identifying the difference graphemes and orthographic pattern of English. 2) Keeping different lengths or language chunks in short-term memory. 3) Managing an effective rate of writing speed to adjust the purpose. 4) Decoding a keyword, and interpreting it into patterns and the meaning. 5) Decoding word classes (nouns, verbs, etc.), systems (e.g. tense, agreement and pluralization), patterns, rules, and elliptical forms. 6) Decoding the meaning of grammatical forms differently. 7) Decoding the cohesive devices in written discourse and their roles in signaling the relationship between clauses.

Macro-skills 1) Decoding the rhetorical forms of written discourse and their significance for interpretation. 2) Decoding the social functions of written texts, depending on the forms and purposes. 3) Inferring the context that is implicit by using background knowledge. 4) Deriving links and relationship between events and ideas, etc. 5) Distinguishing between literal and implied meanings. 6) Detecting culturally specific references and interpreting them in a context of the appropriate cultural schemata.

7) Developing and using battery of reading strategies, such as scanning, skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of text. However, Spratt, Alan, and Melanie (2005) argue that readers do not need to read every single word in the text when they read. It means that their reasons for reading influences the way they read. As a result, the readers can make decision about which sub-skills they intended to use.

Furthermore, Spratt, Alan, and Melanie (2005) propose five sub-skills namely reading for specific purposes (scanning), skimming (reading quickly through a text to get a general idea of what it is about), and reading for detail (getting the meaning of every word). It implies that the reading sub-skills can be said as reading strategies in which the readers have to adjust with their purpose of reading.

e. The Reading Strategies

A strategy is a way of getting certain goals. In reading context, the reading strategies are actions taken by the readers to enhance their comprehension (May, 2009). Brown (2001) proposes ten strategies of reading and relates them either to the bottom- up or top down process. The strategies cover distinguishing the purpose of reading, applying a set of letters rules and patterns to adjunct in bottom up decoding, applying an effective silent reading technique for moderately rapid comprehension, skimming, scanning, applying semantic mapping, guessing, identifying

49 vocabulary, differentiating between literal and implied meanings, and capitalizing discourse markers to process relationship.

Added to this, Nunan (1999) and Richards and Schmidt (2002) agree that reading strategies practically need to be applied before, while, and after reading. In other words, readers have to preview and set the reading purpose first before keeping on reading, monitor the comprehension and adapt their reading purposes, and conclude and judge the text they read after reading. All the strategies mentioned are theoretically efficient for reading comprehension.

f. The Principles in Teaching Reading

In teaching reading, teachers have to consider some principles and they are not allowed to solely give texts for the students and ask them to comprehend the texts by themselves. Harmer (2001) provides six principles in teaching reading. They cover awareness of reading skills as an active skill, scaffolding the students in comprehending the unfamiliar words, encouraging students to participate actively in the reading activity, engaging students to respondent the text by evaluating and criticizing the text, providing students with hints to predict the text, and confirming the prediction.

Furthermore, Nation (2009) provides detail principles to guide reading instruction in the classroom. They are meaning focused input, meaning focused output, language focused learning, and fluency

50 development. First, in meaning focused input, drilling and exercising have to be done to set of reading purposes or to skimming and scanning. The teachers have to provide texts suitable with learners’ proficiency level.

Second, meaning focused output means that reading has to be integrated to another language skills. Third, language focused learning includes helping learners to develop the skills and knowledge required for effective reading; providing training and practices in integrating a range of strategies; and familiarizing learners with a set of text structure like those applied in news, reports, recount, etc. The last, in fluency development, teachers have to encourage learners to develop reading fluency and motivate them to read a lot and to feel enjoy in reading. On the other hand,

Harmer (2001) argues that reading can be undermined by questioning inappropriate boring questions. Thus, providing challenging and interesting reading texts and task is essential in language teaching.

g. The Types of Reading Performance

Brown (2001) proposes two major categories of classroom reading performance, namely oral reading and silent reading. First, oral reading is quite beneficial as it can be used for building the learners’ comprehension through bottom-up processing skills, checking the pronunciation, and gaining the learners’ participation to highlight a particular part of the text.

On the other hand, oral reading has some disadvantages like making a noisy to others and losing the students’ attention. Second, silent reading is

51 categorized into intensive and extensive reading. Brown (2001) states that intensive reading is a classroom-oriented activity in which students focus on the linguistics or semantic details of a texts. This performance calls students’ attention to grammatical form, discourse markers, and other surface details for purpose of understanding literal meanings, implications, and rhetorical relationship. Otherwise, the extensive reading is to achieve a general understanding of essays, books, and long articles. It is often for understanding and for pleasure.

h. Teaching Reading in Senior High School

One of the most important components in education is curriculum.

The current curriculum applied in Indonesia is Curriculum 2013 and it offers the ideas of teaching and learning alteration which is reputed capable to renew a more effective teaching. This curriculum offers the teaching and learning through the scientific approach, namely observing, questioning, exploring, associating and communicating.

English as one of the compulsory subjects taught in Senior High

School gets positive impact from the changes of this new curriculum.

Thus, English teachers need to be more creative and innovative in the teaching and learning process towards the 2013 curriculum. They have to be able to bring the change in the English teaching. It means they have to leave the old teaching style in which the learning material taught is centralized on the language structure (grammar). Today, the English

teaching should be centralized on the language competency as the tool of

communication to deliver the idea and knowledge which is appropriate

with the demand of 2013 curriculum. Specifically, the teaching of reading

is considered being important as through reading, the students will be

easier to get new information and enrich their knowledge from any kind of

text. The teaching of reading is also expected to build the students’ reading

habit, enable them to understand the meaning of the text and develop their

critical thinking.

3. Materials

The existence of materials in language learning is prominent. In this study, the researcher will insert intercultural values into the materials since they play as a bridge to facilitate the teachers and students to achieve the objective of the lesson as well as to bring in the values into the classroom.

The following elaboration focuses on the definition, types, criteria of good materials, principles to develop materials, steps to develop materials, and materials evaluation.

a. Definition of Materials

Materials refer to anything used to increase the learners’ knowledge

and experience of the language (Tomlinson, 2003). They may be linguistic,

visual, auditory or kinesthetic, and they may be presented in print, through

live performance or display, or on cassette, CD-ROM, DVD, or the

internet. Richards (2001) defines materials in language teaching as

53 anything which can be used by teachers or learners to facilitate the learning of a language. In more specific, Richards (2001) defines materials as a tool to achieve the objective of the lesson and to help the teacher to prepare the task, manage the class, and guide the students in learning. It implies that materials refer to anything that can be used to facilitate the teaching and learning process.

b. Type of Materials

Materials available for teaching and learning process are varied.

Richards (2001) highlights that language teaching that occurs throughout the world today cannot take place without the extensive use of commercial materials. He distinguishes the commercial materials into: 1) printed materials like books, workbooks, and worksheets; 2) non-print materials such as cassette or radio materials, video, and computer-based materials; and 3) materials that comprise both print and non-print sources like self- access materials and online materials.

Further, Richards (2001) proposes two types of materials namely authentic and created materials. The prior refers to use of text, picture, graphs, video, and other teaching resources that are not particularly designed from learning purposes. The later refers to textbooks and other purposely developed instructional resources. Textbook is the commonest form of teaching and learning materials (Richards, 2001). It provides teachers and their students with a guideline of learning practices which are of significance for them to be engaged in some educational practices.

According to Tomlinson (2003), a textbook serves the main sources which contain knowledge and information related to the learned subject.

Added to this, McGrath (2002) proposes another type of materials, namely supplementary materials. They refer to materials that are designed for learning purposes. It means that adding something fresh in attempt to provide additional materials in order to supplement the textbooks.

Supplementary materials are designed when teachers find that there are no suitable or relevant materials that can be found in the published textbooks.

Supplementary materials are designed to help the students learning better.

Not only students, teachers also need supplementary materials in order to be able to provide additional or more input to their students. Moreover,

Brown (1994) states that teachers need to supplement materials to promote motivation, which is one of the key factors in learning.

Reddy (2013) proposes several benefits of supplementary materials.

First is creativity. Supplementary materials may become the students’ references in the learning process. They can find varied types of activities to enhance their creativity. Second, the supplementary materials can excite students. The textbooks might not be enough for the students, so they need supplementary materials as they are design based on the students’ needs and interests, so they can gain improve student’s attention and interest in the learning process. Third is break monotony of the class. The students often feel bored when the teachers only use one textbook in the teaching and learning process. Supplementary materials can give the learners extra

55 language or skill language practice, so that they can have varied lessons and useful extra practice. The next, supplementary materials encourage situational English. The students will have more reading materials to enhance their reading skills. Besides gaining the students’ interest in reading, they can make the students aware of using English in the classroom. The next, the activities and tasks in the supplementary materials lead the students to work in group. They can discuss, argue, and make conclusion together. It can build their cooperation and learn how to be a leader in the team work. The last, supplementary materials provide challenging texts and tasks for the students. By considering the lack of materials as the teacher only depend on a single source for learning English and the benefits of the supplementary materials, the researcher decides to develop supplementary reading materials to provide students with various reading texts as containing intercultural content and values in order to develop their intercultural competence and strengthen their local wisdom.

c. Criteria of Good Materials

In order to select or decide which materials to be used in the classroom, teachers have to take into account the criteria of good learning materials. Richards (2001) highlights some criteria of good learning materials namely:

1) arouse the learners’ interest, 2) remind them of earlier learning, 3) tell what learners will learn next, 4) explain new learning content to them,

5) relate these ideas to learners’ previous learning, 6) get learners to think about new content, 7) help learners get feedback on their learning, 8) encourage learners to practice the language, 9) make sure learners know what they are supposed to be doing, and 10) enable learners to check their progress and help them to do better.

Furthermore, Margana and Widyantoro (2016) propose six criteria of good materials. First, they have to present suitable basic and core competence in reference to the content. Second is the organization and language skill areas. It underlies on ideas that micro-skills to be embedded into macro-language skill development so that students gain an understanding how those micro-skills are applied in contexts not in isolation. Third is the contexts of language use. The materials should be contextualized in the sense that the use of language is found in real life of the target language use. In order words, the tasks designed for developing the micro-and macro-language skills should be based on social contexts initiating the use of language. Fourth is critical thinking skill development.

One of the characteristics of the 21 century in relation to the process of

English language and learning is the development of students’ thinking skills focusing on higher order thinking skills in order that students could maximally acquire the target language. Fifth, culture has to be integrated into the materials as it could provide students with a comprehensive understanding on how language is used according to the social contexts both in target and local contexts. The last, the materials should in accordance to the student’s needs.

In addition, the Ministry of Education and Culture (2011) proposes some criteria of good materials. First, Materials should develop the learners’ competence to perform English both spoken and written. Second, materials should employ the correct and appropriate English use that relevant to the language rules and the communication contexts. Third, materials should develop the communication competence by utilizing the learners’ environment as the context of learning. Fourth, materials should aim to develop students’ personal, social, and academic, competence.

Fifth, materials should foster intercultural understanding to promote global, national, and local perspective. The last, materials are intended to science and technology development.

d. Principle for Developing Materials Developing materials is designing activities or learning experiences

(Richards, 2001). Hence, when the material developers want to design an activity, they have to refer to the appropriate learning principles. Each activity must be based on at least one principle. Added to this, Hutchinson and Waters (1987) identify some principles for developing materials. First, materials provide a stimulus to learning. Second, materials help to organize the teaching-learning process by providing a path through the complex mass of the language to be learnt. The last, materials embody a view of the nature of language and learning.

Referring to the nature of materials development in language teaching, material developers have to consider the purpose of materials that is to facilitate the teachers in the teaching and learning process and to provide students with opportunities to explore and experience the language. Hence, developing materials is not only merely putting the language into pedagogical activities but it is about bringing language acquisition into the classroom. Tomlinson (2003) highlights eleven principles of materials development to help the teacher presenting the language acquisition into the classroom. They are:

1) achieve impact, 2) help learners to feel at ease and to develop confidence, 3) require and facilitate learner self-investment, 4) expose the learners to language in authentic use, 5) provide the learners with opportunities to use the target language to achieve communicative purposes, 6) take into account that the positive effects of instruction are usually delayed, 7) take into account the learners’ learning styles, 8) permit a silent period at the beginning of instruction, 9) maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement, 10) not rely too much on controlled practice, and 11) provide opportunities for outcome feedback.

It implies that in designing materials, one should take into consideration above principles in order to meet the needs of the learner.

Furthermore, the other principles like inter-students collaboration, autonomous development, nationalism, etc. have to be considered as suggested by Ministry of Education and Culture in the criteria of evaluating learning textbook.

59 e. Steps in Developing Materials

The steps for developing materials in this study will follow the design proposed by Bolitho (in Tomlinson, 2003). The detail of the steps can be seen below:

1) Identify Needs

In identification of need, the researcher will do need analysis to find

out the target needs and learning needs as the basis to develop the

materials.

2) Exploration of need

In this step, the researcher will identify explore the area of problem

in the case of language forms and functions

3) Contextual realization of materials

The researcher prepares contextualization of the materials that is

content area of the materials to be involved in the macro language

reading, writing, listening, and speaking input.

4) Pedagogical realization of materials

The researcher needs to decide the appropriate instruction and

activities in the materials.

5) Production of materials

In this step, the researcher will design the layout, visual, and size of

the product, in this case a textbook.

6) Students’ use of materials

The materials will be implemented to the students in the teaching

and learning process in the classroom.

7) Evaluation of the materials

In evaluation, the students and teachers involve in the study are

required to complete an evaluation sheet to share their perspective

towards the appropriateness of the materials to their learning.

f. Unit Design Development

Concerning on unit design development, Richards (2001) proposes some criteria for sequencing unit:

1) Simple to complex

The content of the textbooks may be sequenced based on difficulty

level or from simple to complex.

2) Chronology

The content is sequenced based on the order in which events occur

in the real world, for example in writing it can be started from

brainstorming, drafting, revising, and editing. Added to this, based

on skills may be sequenced based on the normal sequence in which

they are normally occur, from listening, speaking, reading, and

writing.

3) Needs

The content might be sequenced according to the students’ needs

in the real world.

4) Prerequisite learning

The sequence reflects on what is necessary at the beginning as the

foundation for the next step in the learning process, for example, in

teaching writing, grammar will be the focus first or as a prerequisite

before writing a text or paragraph.

5) Spiral sequencing

It involves the recycling of items to ensure that learners have

repeated opportunities to learn them.

This study will develop English speaking supplementary materials for grade X students of a state senior high school. The unit was designed based on simple to complex principle to make the students comprehend the content of the materials easier. The materials cover six units and each unit will be completed with 1) Unit title (2) Let’s start (pre-reading activities); 3) Let’s read (while-reading activities); 4) Let’s review (post- reading activities); (5) Reflection (to give opportunities for students to reflect on what they have learnt in the unit); (6) Summary, it covers language functions, grammar, and cultural values inserted learnt from the unit; and (7) Glossary, consists of some difficult words or technical terms completed with the phonetic transcriptions and meanings.

g. Materials Evaluation

In developing materials, materials evaluation is essential because it can show whether the developed materials are appropriate or not.

Tomlinson (2003) proposes three types of materials evaluation. The first

62 is pre-use evaluation. It involves making predictions about the potential value of materials for the users. It is sometimes unreliable, subjective, and impressionistic. In order to reduce the subjectivity, it can be done by asking two or more evaluators to evaluate the materials and to make evaluation criterion-referenced. Second, whilst-use evaluation refers to measuring the value of materials whilst using them or whilst observing them being used.

It can be more objective and reliable than pre-use evaluation but it is limited to measuring what is observable. Some of the things it can measure are clarity of instruction, clarity of layout, comprehensibility of texts, achievability of tasks, flexibility of the materials, appeal of the materials, and motivating power of the materials. The third is post-use evaluation. It is the most valuable and reliable type of evaluation as it can measure the actual effect of the materials on the users. Ways of measuring the post-use effects of materials cover: tests of what has been ‘taught’, tests of what the students can do, examinations, interviews, questionnaires, post-course diaries, and post-course reports on the learners by employers, subject tutors, etc.

It implies that the materials evaluation aims to find out which components of the materials need to be improved for the sake of learning outcomes improvement. The developed materials, or in this study is called a textbook, will be evaluated to check the appropriateness. A large number of criteria have been proposed by some experts (Garinger, 2002; McGrath,

2002; Miekley, 2005; and Hashemi and Borhani, 2015). They have

63 agreement of criteria related to the physical characteristics of textbooks such as layout, organizational, and logistical characteristics which should exist in the evaluation checklists. Beside those criteria, some points such as use of specific language, language functions, grammar issues, skills content, and learner’s characteristics (personalities, needs, interests, ages, cultural backgrounds and the like) should be included in the evaluation checklist for English textbook (Tok, 2010). More specifically, Garinger

(2002) proposes four issues to evaluate textbooks. They are (1) the accommodation for students’ acquisition, (2) the equal division of controlled and free practices, (3) the sequence of the organization from simple to complex activities, and (4) the variety of the exercises.

In addition, there are two parts of checklist as proposed by McGrath,

(2002). They include (1) textbook general attributes and (2) textbook learning content. The first, general attributes is subdivided into five major aspects: (a) syllabus and curriculum, (b) methodology, (c) suitability to learners, (d) physical and utilitarian attributes, and (e) efficient outlay of supplementary materials. The last, the learning content covers: (a) general content, (b) listening, (c) speaking, (d) reading, (e) writing, (f) vocabulary,

(g) Grammar, (h) pronunciation, and (i) exercise.

Furthermore, BSNP (2011) also provide criteria for evaluating materials, covering content, language used, methodology, and layout. The appropriateness of the content includes the completeness, the depth, and

the accuracy of the materials. Added to this, the input text in the materials

have to refer to the most up to dated sources.

Then, the language used has to be appropriate to learners' proficiency

levels, understandable, and acceptable. The input text presented in the

materials must be coherent and represent the integration of ideas. The

methodology refers to the presentation of the materials including grading

and sequencing the tasks within the materials. The layout covers the

description of fonts, text size, and the consistency of illustration. This

study will use the criteria for evaluating materials as suggested by BSNP

as it has been widely used.

4. Need Analysis

Needs analysis refers to a procedure used to collect information about the learners’ needs (Richards, 2001). Hutchinson and Waters (1987) distinguish between target needs and learning needs. The first, target needs are what learner needs to do in the target situation. They are closely related to three terms namely necessities, lacks, and wants. Necessities are the type of need determined by the demands of the target situation, for example a student of senior high schools might need to understand culture of English- speaking countries in order to be able to speak appropriately with the native speakers of English since they are expected to continue to higher education both in and out of the country. Lacks are the gap between the target proficiency and the present existing proficiency of the learners. Wants are the

point of view of the students related to what their needs are. However,

learning needs can be defined as what the learner needs to do in order to learn

(Hutchinson and Waters, 1987).

Richards (2001) proposes several purposes of the needs analysis

namely to find out what language skills learner needs in order to perform a

particular role, to identify a gap between what students are able to do and

what they need to be able to do, to identify a change of direction that people

in a reference group feel is important, and to collect information about a

particular problem learners are experiencing. It implies that need analysis is

a process of collecting information related to the students’ needs, which

consists of target needs (i.e. the language and skills that the students will use,

the present state of knowledge of the students, their perceptions of their need)

and learning needs (i.e. the practical possibilities and constraints of the

teaching context). It is to identify the language skills they need for their future

education, to identify the gap, and to collect information related to the

problem that they have.

B. Conceptual Framework

Referring to the Act of Republic Indonesia Number 20 Year 2003 Chapter

1 Article 1 on the National Education System, the goal of National education is to develop students’ noble character in which the students are expected to become pious persons who are faithful to the One and only God, possess noble character, knowledgeable, competent, and responsible citizens. In order to

66 achieve this goal, the teachers in Indonesia, including English teachers have been suggested inserting Indonesian values into their classroom.

Added to this, the English teachers in Yogyakarta have particular responsibilities to include Yogyakarta cultural values into their classroom as this city has set its development goal in 2025 to be the center of education, culture, and tourism destination in civilized community. Indeed, the need of Yogyakarta cultural values insertion into the materials is also related to the rise of violence, brawl, and bullying cases among students in Yogyakarta. Furthermore, the available English textbook have not completed with intercultural values.

In line with the current trend of English Language Teaching, the majority of communication in English happening around the world currently only includes 25% of native speakers. Hence, the aim of ELT is not merely to imitate the English native speakers as closely as possible but help the students to be competent language users as they will not only communicate with native speakers but also English speakers from the ‘outer circle’. Kumaravadivelu

(2003) highlights to be a competent language user, learners have to be equipped with intercultural competence. Deardorff (2009) argues that intercultural competence is the ability to communicate effectively and appropriately in intercultural interaction. It means that English teachers have to consider the insertion of both target and universal culture. Therefore, the English teachers in

Yogyakarta have a responsibility to insert universal (including target), national

(Indonesian), and local (Yogyakarta) cultural values into their classroom.

On the other hand, the available of textbooks to support the teaching and learning process are not equipped with proper intercultural content as they are dominated with target cultural content and some of them only insert half of cultural values suggested by Ministry of Education and Culture. Even, the

Indonesian cultural content in the textbooks is still limited. Furthermore, the students in Senior High School 6 Yogyakarta have limited reading materials as their teacher depend on LKS and the students cannot learn from the English textbook provided by Ministry of Education and Culture at home due to the limited number of the books.

Thus, this study will develop materials in the form of supplementary reading materials for the tenth-grade students of senior high school in

Yogyakarta. The materials are oriented to the Curriculum 2013. Hence, the development of the content will be suited with the standard of competence and basic competence in the curriculum. Indeed, the development of the materials are also based on the result of need analysis. The intercultural values to be inserted are derived from universal and target culture as well as national and local culture. The selection of the cultural values underlies on several considerations as explained before. Accordingly, it can support the character education program and Yogyakarta development program. The materials are expected to facilitate the English teaching and learning process especially to develop students’ intercultural competence.

The materials will go under numerous process of testing and revising in order to assure its quality. The researcher will adapt ADDIE model for the

68 development as proposed by Branch (2009). In addition, the researcher also considers the principles of materials development and evaluation to make the process keep on the track and the final product can be utilized to facilitate the

English teachers especially in Yogyakarta. The detail picture of the conceptual framework can be seen below.

Target and learning needs

English Appropriate Teaching Existing Designing learning in reading and English reading Senior materials Learning Reading materials High School Reading materials

Intercultural values

Figure 3. Conceptual Framework

C. Review of Related Studies

As stated earlier, materials are one of essential aspects in the teaching and learning process. A textbook is one of the materials that can support the teaching and learning process to be success. Indeed, in the EFL context like Indonesia, many English textbooks have been developed to support the teaching and learning process in the classroom. Even though they were developed and suggested to be used nationally, they have limitations and lacks in terms of intercultural values integration. In Yogyakarta context, the English teacher have additional responsibility to insert not only cultural content from the target culture

69 and national culture, but also Yogyakarta cultural values to support the city goal to be a center of education and culture in 2025. Furthermore, in a senior high school in Yogyakarta, the available English textbooks are limited so that the textbooks can be used in the school only. Then, after finishing the English subject they have to turn back the textbooks to the library. The students have no chance to use and learn from the books at home. It implies that currently there is an urgency to develop supplementary materials containing intercultural values for senior high school students in Yogyakarta in order to equip the students with intercultural competence and to strengthen their local wisdom.

Previously, some research studies have been conducted to evaluate the cultural integration into the English textbooks in EFL context. Sugirin et al.

(2011) found that both local and target culture have been integrated into the

English textbooks widely used in Indonesia but they are not followed by adequate explanations to anticipate confusion and misunderstanding. Added to this, Margana and Widyantoro (2016) and found limitations and lacks in English textbooks in terms of the organization of language skill areas, the context of language use, critical thinking skill development, the cultural integration, and learner’s characteristics accommodation. In more specific, the existence of local cultural content contained in the book is still questionable. Added to this,

Widodo et al. (2016) found that the widely used English textbooks for senior high school students in Indonesia were only completed with half of the suggested national values.

Specifically, in relation to materials development, some studies focusing on cultural integration into the English materials have been conducted in

Indonesia. Hita (2015) has conducted a study concerning on developing multicultural-based supplementary reading materials for English teaching and learning process. The product of this study is materials for extensive reading entitled Multiculture-Based Supplementary Reading Materials. The units of materials were developed based on three stages namely pre-reading activities, while reading activities, post-reading activities. The result of the data analysis reveals that the developed culture-based supplementary reading materials are categorized as very good.

In addition, Wahdini (2014) conducted a literature-based study focusing on the integration of intercultural values in teaching speaking. She highlights the idea of a speaking class as the appropriate class to promote the multicultural values covering acceptance and appreciation of cultural diversity and respect for human rights. She found that the integration of intercultural values into the speaking class can be done through exploration and elaboration of multicultural values in group discussion, role-play, and problem-solving activities. She proposed several themes of discussion in the speaking class such as historical places, traditional clothes and houses, social life, humans’ rights, and environmental crisis. Through these topics, the students are expected to understand better, promote cooperate learning, and tolerance to differences.

Based on the previous studies elaborated above, indeed, Wahdini (2014) has integrated intercultural into the English materials, particularly speaking

71 materials. Thus, this present study would integrate intercultural values into the

English reading materials especially for senior highs school students in

Yogyakarta to equip the students with intercultural competence and to support the city development goal to be the center of education and culture in 2025.

D. Research Questions

Considering the theoretical background and related studies elaborated above, the researcher formulates several research questions:

1. What are the target needs related to intercultural values of the tenth-grade

students in Yogyakarta?

2. What are the learning needs related to intercultural values of the tenth-

grade students in Yogyakarta?

3. What is the appropriate design of supplementary reading materials

containing intercultural values for the tenth-grade students in Yogyakarta?

CHAPTER III

RESEARCH METHOD This chapter explains research method applied in the research. It provides the details explanation of the development model, the research procedure, the try-out and field test designs, the subjects, the data collection techniques, the instruments of data collection, and data analysis techniques.

A. Model of the Development

This study is categorized as Educational Research and Development (R & D). The developed product in this study is supplementary English reading materials for the tenth grade of a senior high school in Yogyakarta. Borg and Gall, (2007) states that Educational

Research and Development is a process to create, design, or develop a new educational products or procedures. Several experts have proposed the model of the development, like

Dick, Carey and Carey (2001), Borg and Gall, (2007), and Branch (2009) with ADDIE model. However, this study followed the ADDIE Model because it is widely used and suitable with educational context.

B. Procedure of the Development

The procedure of this research referred to ADDIE Model as proposed by Branch

(2009) as it is in accordance with educational context. This Addie Model has been accepted and widely used. Added to this, many educators and instructional designers have used this model as a framework in designing and developing educational instructions and programs.

‘ADDIE’ stands for Analyze, Design, Develop, Implement, and Evaluate. However, this sequence does not impose a strict linear progression through the steps. The procedure of development based on ADDIE model is illustrated below:

Figure 4. The ADDIE Model (Branch, 2009)

However, the researcher decided to modify the model based on the needs in the present study. The modified model is presented below:

Analysis Revision Field Test

Design Pilot Test Final Product

Development Expert judgment

Figure 5. Research Procedure Adapted from ADDIE Model

The detail explanation of the procedure of the development is as follow:

1. Analysis

Analysis was the first phase and the foundation for all other phases of ADDIE

model. Initially, prior to the development process, the researcher identified the students’

need covering target and learning needs. There were three aspects of target needs, namely

necessities, lacks, and wants. In detail, the researcher collected information about what

the students need to learn, what the students want to learn, and what the students

71 supposed to learn. Therefore, the researcher distributed questionnaire to the students and interview the English teacher. The need analysis questionnaire focused on the target needs and learning needs. The interview with the English teacher was to further identify the students’ lacks, wants, and necessities. The result of the need analysis became the basis for designing the course grid.

2. Design

In this step, the researcher used the result of the need analysis as the basis for designing the course grid. In designing the course grid, standards of competence and basic competences that underlay the English teaching at senior high schools were taken into account. The goals, objectives, and topics for each unit, language focus, activities, and cultural values were projected in this step.

3. Development

In the development step, the researcher developed the materials in the form of supplementary reading materials based on the course grid designed in the previous step.

The supplementary reading materials consisted of six units with 15-20 tasks completed with the intercultural values in each.

4. Expert Judgment

Prior to the implementation, the developed materials were assessed by the expert.

The first draft of materials was evaluated by the experts to measure the appropriateness of the materials. The questionnaire for expert judgment was adapted from criteria of materials development proposed by BNSP. The result of expert judgment questionnaire became be the basis to revise the first draft.

5. Pilot test

Pilot test was the prior or the first implementation step. The researcher tested the appropriateness of the materials (second draft) by piloting the product in a senior high

school in Yogyakarta. Each student and their teacher involve in the pilot will receive a

questionnaire or evaluation sheet to measure how satisfied they are towards the materials.

In addition, the English teacher was interviewed to share his opinions towards the

materials. Any finding was taken into consideration to revise the second draft of

materials.

6. Revision

Any finding in the pilot test was taken into consideration to revise the second draft

of materials.

7. Field test

Field test was the last implementation step. It was conducted in a senior high school

in Yogyakarta. The same as in the pilot, the students and their teacher who are involved

in the field test received an evaluation sheet to assess how satisfied they are towards the

materials (third draft). And the teacher was interviewed to see his opinion towards the

materials.

8. Final Product

The third draft was considered as the final product of the study. The result of the

evaluation sheet from teacher and students in the field test was used as the basis of

evaluation of the final product.

C. Testing the Product

1. Design of the Field Test

As clearly explained above, this study had pilot test and field test to assess the

appropriateness and effectiveness of the materials.

a. Pilot Test

The researcher conducted a pilot test to two social classes of the tenth-grade students

of a senior high school in Yogyakarta. This pilot test was conducted to assess the

second draft of the materials after the first draft has been evaluated by the experts. b. Field Test

In this step, the researcher conducted the field test to implement the developed

materials (third draft). Then, the draft was revised and considered as the final product.

2. Subject of the Field Test

The subjects of the study for the field test were two social classes of the tenth-grade students of State Senior High School 6 Yogyakarta and their English teacher. The researcher decided to select this school due to some considerations. First, the school has applied 2013 Curriculum. Second, the teacher is willing to collaborate in this study. The teacher became the implementer of the materials. It was beneficial for the researcher because the teacher was already familiar with the students so that they acted naturally in the classroom and could give their objective perspective towards the materials. However, the researcher became an observer in the classroom and made field notes related to the implementation of the materials. The field notes and the voices of the teacher during the implementation were used to support the materials evaluation. The last consideration is based on the result of National Examination. As reported in BPS (2018), this school is in average position among other school in Yogyakarta with the average score 70.14 and

70.16 in the past two years. It is expected that the school might be represent average students and other senior high schools in Yogyakarta.

3. Data Collection Techniques and Instruments

The study employed two types of data, namely quantitative and qualitative data.

The quantitative data would be collected through questionnaires, and the interview would be for qualitative data. The detail of the data collection techniques and instrument can be seen in the following explanation.

a. Questionnaires

The research used four types of questionnaire. First, the questionnaire for the need analysis was intended to gather the data of students’ target and learning needs. The students were required to answer a number of questions related to their characteristics and needs in learning English. Second, the questionnaire for experts to assess the quality of the product design. Third, questionnaire for teachers and students to assess the developed product. Fourth, the questionnaire for assessing the students’ intercultural competence after using the developed product. The questionnaires were adopted from some previous studies and they were validated by an expert. The result of validation became the basis for revising the questionnaires. The result of the validation can be seen in Appendix 7.

1) The need analysis questionnaire

As mentioned before, this questionnaire was distributed to obtain information

about the target and learning needs. The result was used as consideration to develop

the product. The organization of the questionnaire for need analysis can be seen in the

following table.

Table 2. The Organization of the Need Analysis Questionnaire Aspects Objectives Reference Goals To identify information of Hutchinson and Waters learning goals (1987), Nation and Macalister (2010) Target Needs Necessities To identify what are Hutchinson and Waters needed by the students in (1987), Nation and the target situation Macalister (2010) Wants To identify materials that Hutchinson and Waters the students want to be (1987), Nation and included Macalister (2010) Lacks To find out the gaps Hutchinson and Waters between the students’ (1987), Nation and actual performance and Macalister (2010) desired performance Learning Needs Input To find out the suitable Nunan (2004) input to be included in the materials Topic To find out the Nunan (2004) information about students’ preference toward the topics of the materials Procedure To figure out some Nunan (2004) information about the students’ preference in term of learning activities Setting To figure out some Nunan (2004) information about the students’ preference in term of learning situation process Students’ role To find out what kind of Nunan (2004) role that students expect to take Teacher’s role To figure out what kind of Nunan (2004) role the teacher has to perform Intercultural insertion Insertion of To find the necessity of Cortazi and Jinn (1999) intercultural values intercultural values in the learning materials

2) The expert’s judgment questionnaire

This result of the expert’s judgment questionnaire led the researcher to revise

the product for getting better product design. The organization of the questionnaire

for experts to assess the product can be seen in the following table.

Table 3. The Organization of the Expert’s Judgment Questionnaire Aspects The Purpose of the Questions References Content To find out the appropriateness of the BSNP content in the material. Language To find out the appropriateness of the BSNP language in the material. Procedure To find out the appropriateness of the BSNP learning procedures in the material. Intercultural To find out the appropriateness of the Cortazi and Jinn values intercultural values insertion in the (1999) insertion material. Presentation To find out the appropriateness of the BSNP methodology in the material.

3) The questionnaire for product tryout/pilot

In addition to the expert judgment, the students and teachers involved in the

study were required to fill in a questionnaire after using the developed product to

assess the appropriateness of the product to their learning.

4) The questionnaire for assessing intercultural competence

In assessing the students’ intercultural competence, the researcher used ‘Assessment of

Intercultural Competence (AIC) instrument’ developed by Fantini and Tirmizi (2007). This

instrument comprises students’ knowledge, attitude, skills, and awareness on intercultural

load in their classroom. The AIC instrument can be seen in the Appendix 5.

b. Interview

In addition to questionnaire, the researcher conducted semi-structured interview with the English teacher to get further information about the students’ target and learning needs. The interview was not limited to the questions on the interview guidelines but also

expanded to other questions depending on the condition and the teacher’s response. The

result of the interview was used to support the result of the need analysis questionnaire.

The organization of the interview guidelines can be seen in the following table.

Table 4. The Organization of Interview Guidelines Aspects The Purpose of the Questions References Technique To find out information about the teachers’ Brown (2004) technique in the teaching and learning process Input To find out the information related to kinds of Nunan (2004) input used by the teacher Evaluation To find the information related to evaluation Richards used by the teacher (2001) The integration of To find the necessity of cultural values Cortazzi and cultural values integration into the learning materials Jin (1999)

D. Data Analysis Techniques

This study employed two techniques of data analysis. The data were analyzed quantitatively and qualitatively.

1. Quantitative Data

As mentioned above, this study uses three types of questionnaire for need analysis,

expert judgment, and tryout evaluation. The collected data from all questionnaires were

measured by using Likert scale with four-point scale covering strongly agree, agree,

disagree, and strongly disagree. The result of the data in the need analysis questionnaire

was analyzed through calculating the percentage of each answer to the questions by using

a formula proposed by Sudjana (2009).

Percentage (%) = f/N

F: frequency

N: number of respondents

100: fixed number

However, the other questionnaires were interpreted into numerical values 1-4. The

data were analyzed through descriptive statistics to identify the mean values of each

78 aspect of the developed product, namely content, language, procedure, intercultural insertion, and presentation aspects. Then, the result was converted based on quantitative data conversion proposed by Suharto (2006). Data regarding students’ intercultural competence were analyzed statistically to see the percentage of intercultural competence after using the developed materials.

Table 5. Data Conversion Table (Suharto, 2006) Scales Interval Categories 4 3.25 ≤ X ≤ 4.00 Very Good 3 2.50 ≤ X ≤ 3.24 Good 2 1.75 ≤ X ≤ 2.49 Fair 1 1.00 ≤ X ≤ 1.74 Poor

2. Qualitative Data

The data gained from the interview are qualitative in nature. The qualitative data were analyzed qualitatively as proposed by Miles, Huberman, and Saldana (2014). The data analysis covers four steps. The first step was collecting the data. The interview was recorded and transcribed. The second step was data reduction which involves select, limit, simplify, and transform the data by summarizing or paraphrasing the interview transcripts. The next step was data display in the form of narrative to make it easier to understand the data. The last step was drawing the conclusions in which the researcher drew the meaning of the findings.

3. Validity of the Instrument

The validity refers to the appropriateness, usefulness, and meaningfulness of the instrument that was used in the research. In this study, the content validity was used to measure the validity of the instrument. This validity was based on the experts’ judgment related to the content. The researcher had the expert as a validator to check the validity of the instrument (See Appendix 7).

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter describes and discusses the result of the product development, the result of try out, product revisions, the discussion of the last product, and the limitation of the study. The details will be discussed briefly in the following section.

A. Product Development

1. The Result of the Need Analysis

The first step to develop English materials containing intercultural values for the

tenth-grade students was need analysis. It was conducted to obtain information about the

goals of learning English, target needs, and learning needs concerning intercultural

values. The target needs, cover students’ necessities, lacks and wants. Then, the learning

needs consist of learning input, procedures or activities, setting, students’ roles, and

teachers’ roles.

There are some ways to conduct need analysis. In this study, the researcher

distributed a questionnaire to the students and interviewed their English teacher. The

result of the need analysis was used as the basis for designing the course grid or syllabus.

The distribution of the questionnaire was on January 31st and February 1st 2019 in two

social classes of State Senior High School 6 Yogyakarta. The total of the students who

filled in the questionnaire was 55 students. The process of distributing the questionnaire

was fully controlled by the researcher. In addition to distributing the questionnaire, the

researcher interviewed the English teacher to identify the students and the learning

situation further. The need analysis result based on the questionnaire can be seen below.

The questionnaire of was constructed to find the learner’s goals of learning English.

The detail result of the learner’s goals can be seen below.

Table 6. The Goals No. Question Option Total (N=55) F (%) 1 The goals a. Pass the national examination 24 43.64 of learning b. To be the winner in English competition 23 41.82 English c. To continue the study 26 47.27 d. To read and write in English well 32 58.18 e. To communicate in English well 31 56.36

The table above shows the number and percentage of students’ goals in learning

English. It indicates that the highest percentage of the students’ goal in learning English was to be able to read and write in English well (58.18%) and followed by to communicate in English well (56.36%). Further, to continue the study in a higher education level was quite high as it reaches 47.27%. Thus, it can be said that most of the students’ goal is to be able to read and write in English to prepare their future education. a. Target Needs

1) The Necessities

Nation and Macalister (2010) stated that the students’ necessities are

determined by the demand of the target situation. Concerning the students’ necessities

in reading English texts, there were nine items presented. The detail can be seen

below.

Table 7. The Necessities in Reading English Texts No Question Option Total (N=55) F (%) 2. The a. Finding the main idea of the text 29 52.73 necessities b. Improving the vocabulary mastery 38 69.09 in reading c. Improving the knowledge about grammar 29 52.73 English d. Reading aloud to drill pronunciation 30 54.55 texts e. Recognizing the genre of the text 27 49.09 f. Understanding the content and meaning of 45 81.82 the text g. Responding to questions related to the text 29 52.73 h. Reading the text critically and evaluate the 24 43.64 truth value from the textual information i. Describing and expressing feeling and 27 49.09 emotion after reading a text

The table shows the language aspects need to be learned by the students in order to improve their reading skill. In reading, the students are not only required to be able to read the texts in English but also to improve the knowledge about the language. The result shows that over 50% of the students agreed that they needed to understand the content and meaning of the text, improve vocabulary mastery, and read aloud English text to drill pronunciation. These data were used as a basis to design the reading

English materials for the students.

2) Lacks

Lacks relate to language aspects that have not been mastered by the students. It can be said that lacks are a gap between what students know and the necessity (Nation and Macalister, 2010).

Table 8. The Students’ Lacks in Reading English Texts No. Question Option Total (N=55) F (%) 3 Current a. My current reading proficiency is good 24 43.64 understanding b. Know a lot of vocabularies 12 21.82 in reading c. Understand the English grammar well 10 18.18 English text d. Able to read text appropriately and 26 47.27 understand the content of the whole text e. Able to respond questions related to the 24 43.64 text f. Able to read texts critically and evaluate 14 25.45 the truth value from the textual information

Based on the table above, 43.64% student admits that their reading proficiency is good. The students who had known many vocabularies reaches 21.82%.

Furthermore, 43.64% of students who can respond to the questions related to the text.

However, the students who can read English texts and understand the whole content are less than 50%. Thus, it can be concluded that they need more assistance in reading.

3) Wants

Wants refer to the students’ perception of their needs. Identifying the students’

wants is crucial to find out what actually the students want to learn. In relation to the

students’ wants in reading, the questionnaire presents five alternatives.

Table 9. The Students’ Wants in Reading English Text No. Question Option Total (N=55) F (%) 4 Preferred a. Materials completed with a list of 48 87.27 materials vocabulary for reading b. Materials completed with pictures 30 54.54 c. Materials related to daily life issues 27 49.09 d. Materials that encourage creative and 37 67.27 critical thinking e. Materials related to global, national, and 41 74.54 Yogyakarta cultural values

Concerning the context of reading materials, all of the students wanted materials

that are completed with a list of vocabularies as it will help them to find difficult or

unfamiliar words when reading the texts. A total of 74.54% of students wanted

materials related to cultural values in international, national, and Yogyakarta setting as

well as materials that encourage critical thinking skills. Added to this, the students

agreed to have materials fitted with colorful pictures for illustration.

b. Learning needs

Learning needs refer to what the students need in order to be able to learn English well. There are five aspects related to the learning needs, namely input, procedures or activities, setting, students’ roles, and teacher’s role.

1) Input

Nunan (2004) stated that input refers to spoken, written, and visual data that

learners work within the course for completing the task which is provided by the

teacher, textbook or other resources. In this study, the researcher identified the

83 preferred length of the text and the number of new vocabularies in each text. The detail result can be seen in the following table.

Table 10. The Preferred Length of English Texts and Vocabularies No. Question Option Total (N=55) F (%) 5 Preferred length of a. 100 – 200 words 24 43.64 the text b. 200 – 300 words 31 56.36 c. 300 – 400 words 33 60.00 d. 400 – 500 words 25 45.45 e. More than 500 words 19 34.55 6 Preferred new a. 10 – 20 words 27 49.09 vocabularies b. 20 – 30 words 28 50.91 introduced in the c. 30 – 40 words 35 63.63 text d. 40 – 50 words 26 47.27 e. More than 50 words 7 12.73

In relation to the length of the text presented in the reading text, most students want English texts with 300 – 400 words (60%) and followed by 56.36% of students who prefer 200 – 300 words per text. Furthermore, dealing with the number of new vocabularies in each text, most students wanted to have 30 – 40 new words. Then, the students who wanted to have 40 – 50 new words reach 47.27%.

2) Topics

In general, most students preferred English topics related to folktales, historical places and public figures in international, national, and Yogyakarta setting with

78.18%, 56.36%, and 47.27% of each. In this study, the developed reading materials covered 6 units based on Curriculum 2013. Hence, the researcher identified and determined the most appropriate topic for each unit based on this data and basic competence. The topic of folktales was appropriate to present narrative texts, historical places for descriptive text, and public figure for recount texts. Each topic was presented in two units for providing more knowledge and a deeper understanding of the presented text.

Table 11. The Preferred Topics of the English Materials No. Question Option Total (N=55) F (%) 10 The a. Arts in international, national, and Yogyakarta 22 40.00 preferred settings topics of b. Historical places in international, national, and 31 56.36 the Yogyakarta settings English c. Folktales in international, national, and 43 78.18 materials Yogyakarta settings d. Foods in international, national, and Yogyakarta 21 38.18 settings e. Public figures in international, national, and 26 47.27 Yogyakarta settings f. History in international, national, and Yogyakarta 25 45.45 settings g. Community behavior in international, national, and 25 45.45 Yogyakarta settings h. Customs in international, national, and Yogyakarta 22 40.00 settings

3) Procedures

Procedures relate to information about what kind of activities preferred by the students. The questionnaire provides many alternatives of activities.

Table 12. The Preferred Reading Activities No. Question Option Total (N=55) F (%) 8 Preferred a. Finding the meaning of certain vocabularies in the 32 58.18 reading text activities b. Responding to questions related to the text 27 49.09 c. Finding the synonym of certain words based on 26 47.27 the context of the text d. Finding the topics and main idea of the text 27 49.09 e. Identifying the function, structure, and language 30 54.55 feature of the text f. Selecting the best sentence representing the 29 52.73 pictures g. Completing the text with certain information 27 49.09 h. Finding and correcting incorrect words in the text 24 43.64 i. Arranging jumbled paragraph 21 38.18 j. Reading the text and writing a summary about the 24 43.64 text with own words k. Discussing the values learned from the text 28 50.90 l. Reading the text critically and evaluate the truth 22 40.00 value from the textual information m. Describing and expressing feeling and emotion 16 29.09 after reading a text

Concerning the reading activities, 58.18% of the students were interested in finding the meaning of certain vocabularies in the text. It was followed by 54.55% of students who preferred to identify the function, structure, and language features of the text. However, 52.73% of students wanted to do pictures cued items of selecting the best phrases or sentences representing the pictures. Indeed, this activity was beneficial to encourage students to read the sentences and matched them with the pictures.

Moreover, over 50% of the students preferred quite interesting and challenging activities to discuss the values they learn from the texts being presented. The number of students who wanted reading activities like finding topics/main ideas of the text and responding questions related to the text were the same that is 49.09%. In other words, it can be said that the students preferred various activities for reading.

4) Setting

Setting refers to the learning mode or classroom arrangement in completing the task for example individual works, pair work, and group work. The preferred classroom setting is presented in the following table.

Table 13. The Preferred Learning Mode No. Question Option Total (N=55) F (%) 9 Preferred a. Individually 37 67.27 learning mode b. In pairs 39 70.90 c. In small groups (3-5 students) 26 47.27 d. In large groups (more than 5 18 32.73 students) e. In classical (together in one class) 17 30.91

The table above demonstrates that the students preferred to perform the reading tasks in pairs, individually, and in small groups with 70.90%, 67.27%, and 47.27% respectively. Meanwhile, based on the percentage, they looked less interested in doing the reading tasks in large groups and classical settings.

5) Students’ roles

The students’ role is one of the crucial aspects in the learning needs. The identification of the students’ roles provides the materials developer with information about how students act during the teaching and learning process. The result of the students’ perspective about their role in the learning activities can be seen in the following table.

Table 14. The Students’ Role in Learning Reading No. Question Option Total (N=55) F (%) 14 The students’ a. Just listen to the teacher’s explanation 11 20.00 role in b. Listen to the teacher’s explanation and 34 61.81 learning accomplish the task given reading c. Participate in the reading activities 38 69.09 actively d. Give suggestion and critic to the teacher 4 7.27

The table above indicates that most students wanted to participate in the reading activities actively as it reached the highest percentage (69.09%). Then, 61.81% of students wanted to listen to the teachers’ explanations and accomplish the tasks given by the teacher. They also showed a relatively low interest in listening to the teacher’s explanation only during the learning process. It implies that the students wanted to engage in reading activities actively and follow their teacher’s instructions to guide them in completing the tasks.

6) Teacher’s roles

The teacher’s role in the teaching and learning process is crucial because it affects the success of learning. The result of the students’ view of the teacher’s role during the teaching and learning process.

Table 15. The Teacher’s Role in Teaching Reading No. Question Option Total (N=55) F (%) 15 The teacher a. The teacher is a source of information, 41 74.54 role in teaching gives examples of how to do the task reading b. The teacher controls all the teaching and 15 27.27 learning activities c. The teacher leads the teaching and 35 63.63 learning process but students should actively participate in the process d. The teacher gives feedback after students 28 50.91 do the task

The table above shows that 74.54% of the students wanted their teacher to be

the source of information and gives them an example of how to complete the tasks. It

was followed by 63.63% of the students who wanted their teacher to lead and guide

them in the teaching and learning process and encourage them to participate in the

learning activities actively. Besides, over 50% of the students agreed if their teacher

gives feedback after they completed the tasks.

c. Insertion of intercultural values

The researcher investigated the students’ perception of cultural insertion into the materials. The questions in the questionnaire focus on the students’ opinion on whether the insertion of global or international, national or Indonesian, and Yogyakarta culture helps them in understanding the reading materials. In addition, the questionnaire is to investigate the students’ preferred intercultural content to be included in the materials and their views on the importance of knowing and understanding international, national, and Yogyakarta culture. The detailed result of the analysis can be seen in the following table.

Table 16. The Students’ Perception on Intercultural Insertion No. Question Option Total (N=55) F (%) 9 The intercultural insertion for a. International culture 35 63.63 helping understanding the b. National culture 39 70.90 content and meaning of the c. Yogyakarta culture 36 65.45 text The table above indicates that the students have a positive perception of the intercultural insertion into the English materials, especially reading materials. There were

70.90% of the students agreed to insert national or Indonesian culture into the English materials. In addition, the percentage of the students who preferred the insertion of

Yogyakarta culture into the English materials was quite high as it reached 65.45%. In addition, over 50% of the students agreed on international culture insertion into the

English materials. It can be concluded that the students have a positive perception towards the cultural insertion as it may help them in understanding the content of the text.

Table 17. The Importance of Knowing International Culture No. Question Option Total (N=55) F (%) 11 The a. Understanding various international 33 60.00 importance of cultures knowing b. Appreciating international cultures 31 56.36 international c. Imitating foreigners’ behavior 7 12.73 culture d. Getting along in international settings 22 40.00 e. Avoiding culture shock when visiting 39 70.90 abroad or continuing study abroad f. Being tolerant of international cultures 21 38.18 g. More appreciating local wisdom 33 60.00

The table above indicates that most of the students believed that knowing international culture including the target culture would help them to avoid culture shock when they visit other countries or have chances to continue their studies abroad. There were 60% of the students who agreed that knowing international culture will help them to understand that each country has its own culture and it may differ from their own.

Added to this, around 60% of the students agreed that knowing international culture can make them aware of their own culture and appreciate their own values or local wisdom

89 more. In other words, the students have positive attitudes toward the international culture insertion into the English materials.

Table 18. The Importance of Knowing Indonesian Culture No. Question Option Total (N=55) F (%) 12 The importance of a. Understanding various national cultures 39 70.90 knowing b. Preserving national cultures 32 58.18 Indonesian culture c. Respecting cultural differences among 41 74.54 regions in Indonesia d. Improving nationalism 36 65.45 e. Preserving national culture to avoid 35 63.63 being claimed by another country

The table above shows that most of the students agreed that knowing national or

Indonesian culture could help them in understanding that every region in Indonesia has their own culture and it may differ from one another. This understanding then leads them to respects the cultural differences among regions in Indonesia. In addition, around 65% of the students agreed that knowing national culture could improve their nationalism. It implies that the students have positive attitudes towards the insertion of national or

Indonesian culture into the reading materials.

Table 19. The Importance of Knowing Yogyakarta Culture No. Question Option Total (N=55) F (%) 13 The importance of a. Understanding local wisdom in 33 60.00 knowing Yogyakarta Yogyakarta b. Preserving local wisdom in 43 78.18 culture Yogyakarta c. Enriching national culture 29 52.72 d. Feeling superior about own culture 3 5.45 compared to other regions’ culture e. Introducing Yogyakarta culture to 34 61.81 other regions/countries f. Attracting more foreigners to visit and 22 40.00 enjoy Yogyakarta culture and arts

The table above shows that the students were aware of the importance of knowing local or Yogyakarta culture as well as the values. There were 60% of students who agreed that knowing local culture could help them in understanding values or local wisdom in

Yogyakarta. Thus, this understanding will lead them to preserve Yogyakarta culture.

Furthermore, the students agreed that knowing and understanding their own local culture will not make them feel superior. In other words, they do not have a superior feeling about own culture compared to others’ region culture. It can be seen from the percentage that there were only around 5% of the students who have such feelings. It can be concluded that most students have a positive view on the insertion of Yogyakarta culture and values into their English materials.

As stated earlier, for the need analysis the researcher distributed a questionnaire to the students and interviewed the English teacher. In conducting the interview, the researcher designed interview guidelines to lead the researcher in digging deeper information about the students and the learning situation. However, the interview guideline did not limit the questions in the interview as the researcher could make improvisation based on the condition and teacher’s responses. The researcher interviewed the English teacher of grade X social class in State Senior High School 6

Yogyakarta.

Based on the result of the interview, the researcher found that this school used an

English textbook entitled ‘Bahasa Inggris’ which was issued by the Ministry of

Education and Culture in 2016. This textbook is oriented to the Curriculum 2013.

Meanwhile, the teacher depends on Lembar Kerja Siswa or LKS as the books were stored in the library and can be accessed during the teaching and learning process due to the limited number. Thus, the students could only use LKS to learn English at home.

Furthermore, she stated that some parts of the textbook were not satisfactory in terms of topic familiarity, language level, and pictures.

Added to this, the researcher found one interesting finding that the teacher actually has tried to solve the problems related to the textbook by creating her own speaking

91 materials. She intended to create reading materials but she could not due to some factors.

The factors were her workload of teaching 8 classes, occupying a functional position, and even currently attending a master's program. Thus, the researcher took this chance to help the teacher in developing appropriate reading materials for facilitating the students in learning English with richer materials.

In order to develop materials, a material developer needs to consider some aspects and one of them is the students’ condition. Based on the teacher’s view, the students’ ability in reading needs to be improved. It can be seen from their difficulty in comprehending the texts due to limited background knowledge, unfamiliar topics, and low vocabulary mastery. However, concerning classroom arrangement for completing tasks, the teacher stated that her students were willing to work in pairs or in small groups.

She believed that it is good to work with other students in discussing and completing the tasks as the students can learn from each other during the process. Thus, they will not depend too much on their teacher.

In relation to the intercultural insertion, the teacher did support the researcher to develop the materials. She believed that the involvement of intercultural aspects has to be highlighted in the current ELT. She added that intercultural values in the English materials supports the students in learning English and enrich their knowledge. She stated that focusing on target culture as an input and local culture for language production has to be considered. The students can use their background knowledge as they are already familiar with the topics and experienced the culture.

2. The Course Grid Design

Based on the result of the needs analysis, the researcher then designed the course grid or syllabus as guidelines for developing the materials. It is a text-based syllabus in

92 which the whole texts were selected in relation to learners’ needs and social context of the target language. The course grid design was based on the Curriculum 2013.

Therefore, the course grid was designed under basic competence and core competence of

English subject for the tenth-grade students of Senior High School. According to basic competence, reading materials focused on descriptive, recount, and narrative texts. In detail, the components of the course grid involved unit title, core competence, basic competence, learning objectives, intercultural values, materials, language focus, and learning activities. The researcher developed six units of materials covering three types of genre, descriptive, recount, and narrative texts based on the core competence stated in the curriculum.

The learning activities that were developed based on genre-based approach. It covered building the context, modeling and deconstructing of the text, joint construction of the text, and independent construction of the text. In th first stage, the students are introduced to the social context of the text. In the second stage, the students identify the structural pattern and language features of the model and compare it with other examples.

Then, in third stage, the student contributes to the contruction of the text. Finally, in the last stage, the students work independently to construct the text. In this study, these stages were summarized into pre-reading, while reading, and post-reading activities. First, the pre-reading activity was to trigger the students using pictures, short passages, or questions. This activity is beneficial for understanding the text and helps the students to connect the new information to what they already know. The second, while-reading activity is to help the students to focus on aspects of the text and to understand the texts better including the content, generic structure, language features, and grammar used in the texts. The last, post-reading activity is to check and evaluate the students’ understanding of the texts.

3. The Unit Design

After designing the course grid, then the researcher developed six units of materials. Each unit consisted of several components namely unit title, let’s start (pre- reading activities), let’s read (while-reading activities), let’s review (post-reading activities), reflection, summary, and glossary.

First, the unit title covered the topic or theme that will be discussed. It was chosen based on basic competence. It will be completed with pictures that describe the topic or theme. Next, in the pre-reading activities, the researcher provided opportunities for the students to use their prior knowledge to help them to get ready with the topic and attract their attention and interest in reading materials being presented. These activities lead the students to the main activities or while-reading activities. The while-reading and post- reading activities were to make the students focus on the aspects of the text and to understand it further by critically analyzing what they have read. Added to this, in order to motivate the students to learn better, there is a reflection for self-assessment. Then, the summary part helps the students get a gist on the materials they learned as well as the values inherent in the materials. The glossary helps the students to find out the difficult words in the materials. It was completed with the explanation of values that can be learned from each unit. The description of each unit can be seen in the following section.

Unit Title Let's start (pre- reading) Let's Read (while- reading) Let's Review (post- UNIT reading) Reflection

Summary

Glossary

Figure 6. The Unit Design

4. Product Description

The product of the study was English reading supplementary materials. It was a supplementary printed book. The title was Reading: Windows to the World (A

Supplementary English Textbook for Social Students Grade X). As mentioned before, it consisted of six units and each unit was internalized with intercultural values, namely international, national, and Yogyakarta values.

a. Description of Unit 1

The first unit of the developed materials was ‘Describing historical places.’ This title reflects the topic of the unit. It was describing the historical places as this unit concerned with descriptive texts related to historical places either in Yogyakarta or in

English speaking countries. The objectives of the unit are (1) students are able to understand the purpose, social functions, and generic structure of the descriptive text, (2) students are able to identify the language features of the descriptive text, (3) students are able to understand the describing words in the descriptive text, (4) students are able to find and use other words for describing places, (5) students are able to produce a simple descriptive text with appropriate pattern, and (6) students are able to learn the values inherent in the descriptive texts. In total, this unit consisted of 23 tasks for pre-reading, while-reading, and post-reading sections.

In this unit, the pre-reading section covered some tasks to activate students’ background knowledge or help them know about the topic and predict what they will read so they could later interact with the text well. It also to help the students anticipate the topic and vocabulary in the text. In this section, the students are provided with some pictures of historical places from several countries. They are required to observe each picture and answer the following questions based on the pictures and their experiences.

Then, students are asked to find the Indonesian equivalent of some words related to historical buildings in order to be able to read the text.

Then, while-reading section consisted of some tasks to assist the students to focus on specific aspects of the text and to understand it better. In this section, the teachers can take the learners through the reading and they interact in the tasks. In task 3, the students are asked to read a text and label the pictures with their correct description. The students also have to answer specific questions related to the text. Then, they are required to study the generic structure and language features of the text. This section is also completed with grammar exercises in which the students are asked to analyze the adjectives and underline the nouns used in the text. Further, the students are also asked to form noun phrases based on the provided adjectives and nouns. The students also have to learn about the simple past tense which is used in the text and then fill in the blank with the correct verb forms. This unit provides challenging activities which such as arranging jumbled paragraphs and completing a Venn diagram which requires students to understand and analyze the texts in order to find the similarities and differences between the texts.

Further, the post-reading section is intended to verify and expand the knowledge acquired in the reading. The task in this section leads the students to discuss and analyze the issues presented in the reading. In this section, the students are given chances to analyze how British people behave in public places and then discuss how people behave in public places in their city. They have to analyze whether the people in their city share common etiquette with those of British people. Therefore, they can express their point of view or knowledge about how people behave in public places in this city. In the end, they can learn what can be done and should not be done in public places. In this units they can learn the values of respect, perseverance, tolerance, independence, discipline, curiosity, and communicative from the provided texts and activities.

96 b. Description of Unit 2

The title of the second unit is ‘Describing famous people’ and it is still focused on descriptive text. In unit 1, the descriptive text concerned with describing places but this unit is focused on describing people. The objectives of this unit are (1) students are able to understand the general idea of the descriptive text about people, (2) students are able to find out the main idea and topic of the descriptive text, (3) students are able to identify the language features of the descriptive text, (4) students are able to analyze the detail information in the descriptive text, (5) students are able to write a simple descriptive text about people with appropriate pattern, and (6) students are able to learn the values inherent in the descriptive texts.

The pre-reading section in this unit consists of two tasks. In the first task, the students are asked to observe pictures of famous singers from several countries and make short sentences about each person. The students are required to find the common characteristics of the people. This section also provides a list of words related to describing people and the students have to find the Indonesian equivalent of each. These tasks help the students to activate their background knowledge or to help them know about the topic and predict what they will read so they could later interact with the text well.

The while-reading section covers several tasks for helping students to focus on certain aspects of the text and have a better understanding of the text. The first task requires students to observe a picture and read the text. Then, the students have to express their opinion about the person in the picture by answering some questions. The students also have to scan the text to find the English equivalent for the Indonesian words. The researcher provides dashes and some letters of the English words as clues. This section is also completed with a list of adjectives for describing people’s characteristics in order

97 to equip students with appropriate vocabulary for writing a descriptive text of a person.

The students are also asked to find the topic and the main idea of the text as well as identify the generic structure of the text. As the descriptive text features passive voices, this unit is fitted with explanations and exercises related to active and passive voices.

The last, post-reading section consists of some tasks to help the students expanding their knowledge acquired in the reading. This section provides information on acceptable and unacceptable behavior when visiting someone in the United States. Then, the students have to find such information in their city context. The students were also asked to write a simple descriptive text about the people in the pictures. Finally, the last task will help the students to be able to write a descriptive text of their favorite singer individually. In this project, they are required to write the values that they have learned from him/her. This unit provides chances for students to learn the values of social care, nationalism, responsibility, and independence from the presented texts, pictures, and activities.

c. Description of Unit 3

The third unit of the developed materials was ‘Exploring tourist attractions.’ This title reflects the topic of the unit that is about experiences in visiting tourist attractions. It focuses on the recount text related to the experiences in visiting and exploring tourist attractions in either in Yogyakarta or abroad. In total, it has 23 tasks for pre-reading, while-reading, and post-reading. The objectives of the unit are (1) students are able to understand the purpose, the social function, and the generic structure of a recount text,

(2) students are able to analyze the language features of the recount text, (3) students are able to re-arrange the recount text into the correct pattern, (4) students are able to produce

98 a simple recount text in the appropriate pattern, and (5) students are able to learn the values inherent in the recount texts.

The pre-reading section consists of 3 tasks to help the students to activate their background knowledge about the topic. In other words, it is to help them know about the topic and predict what they will read so they could later interact with the text well. In this section, the students are provided with some pictures of tourist attractions and they have to observe and label them. They also have to answer several questions related to the pictures and their experiences in visiting tourist attractions in order to recall their experiences in visiting some tourist attractions. The vocabulary exercise facilitates the students to improve their vocabulary so they can complete the reading task successfully later on.

Then, the while-reading section is to help the students focus on certain aspects of the text and to understand the text better. It covers several tasks that require the students to read some recount texts and then answer specific questions about the text. They also have to learn and identify the structure of the text and complete a recount text with correct verb forms. This section also has true/false questions and grammar exercises. The students are required to learn about past tense completed with regular and irregular verb forms. They have to find regular and irregular verbs from the text. Further, it is also completed with a quite challenging exercise, arranging jumbled paragraphs.

The last, the post-reading section covers two tasks to enrich and expand the students’ knowledge and understanding about the topic of the unit. First, the students have to select their dream tourist attractions to visit either in Yogyakarta or abroad. Then, they are required to find detail information about the city they want to visit, especially what is acceptable and unacceptable attitudes in that city in order to complete the table.

Finally, the students are asked to write about their experiences in visiting tourist

99 attractions in the form of a recount text. A simple guideline has been provided to assist them in writing their text. In this unit, the students can learn the values of politeness, curiosity, citizenship, nationalism, and fondness for reading.

d. Description of Unit 4

The title of this unit is ‘Meeting public figures’ and it still focuses on the recount text. However, the recount text in the previous unit concerns on experiences in visiting tourist attractions while this unit emphasizes experiences in meeting public figures. This unit consists of 21 tasks covering pre-reading, while-reading, and post-reading sections.

The objectives of this unit are (1) students are able to understand the general idea of the recount text, (2) students are able to find the detail information in the recount text, (3) students are able to identify the language features of the recount text, (4) students are able to arrange jumbled paragraphs into the correct order, (5) students are able to complete individual project to write experiences in meeting a public figure, and (6) students are able to learn the values inherent in the recount texts.

First, the pre-reading section contains three tasks for helping the students to activate their background knowledge related to the topic of the unit and predict what they will read so they could later interact with the text well. The first task provides word search and the students have to find the regular and irregular verbs. They have learned about regular and irregular verbs in the previous unit, so it can help them recall what they have learned before. The second task requires the students to observe some pictures of public figures and answer specific questions related to the pictures. Further, to help them understand the text that they are going to read in the while-reading section, the students have to match some English words with their Indonesian equivalent.

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Second, the while-reading section consists of several tasks that aim to help the students have a better understanding of the text and focus on certain aspects of the text.

Initially, the students are provided with a recount text. They have to scan the text to find the regular irregular verbs and then answer specific questions related to the text. They also have to identify the parts of the text and find the topic and main idea of the text.

Further, they have true/false statements in order to check their understanding of the text.

The vocabulary matching activities is to help them in arranging the jumbled paragraphs into the correct order. In terms of grammar, the students have to learn the language features of the recount text. In this case, they learn and do exercises about time connectives and past tense.

Third, the post-reading section covers three tasks for helping the students to expand their knowledge acquired in the reading. First, are provided with cultural information in

Indonesia and then they have to find information about their village/city and make a simple note about their finding. Then, the next task they have to write a simple imaginative recount text in pairs based on the provided pictures. Finally, they have to work individually to write another simple recount text about their experiences in meeting their favorite public figures based on provided guidelines. It provides opportunities for students to develop the values of honesty, democracy, trustworthiness, and justice.

e. Description of Unit 5

The fifth unit of the developed materials was ‘Reading famous folktales’ and it focuses on narrative texts. It presents famous stories from Yogyakarta, Indonesia, and

English-speaking countries. In total, it has 23 tasks covering pre-reading, while-reading, and post-reading sections. The objectives of the unit are (1) students are able to understand the purpose, social functions, and generic structure of the narrative texts, (2)

101 students are able to understand the language features of the narrative text, (3) students are able to comprehend the content of the narrative text, (4) students are able to predict the ending of the narrative texts, and (5) students are able to learn the values inherent in the narrative texts.

The pre-reading section consists of 4 tasks to help the students to activate their background knowledge about the topic. In other words, it is to help them know about the topic and predict what they will read so they could later interact with the text well. In this section, the students are provided with pictures taken from famous folktales and they have to complete some questions related to the pictures in order to recall their knowledge about the stories presented in the pictures. The students also have to guess the correct titles and characters based on the provided hints for completing the crossword. The next task requires the students to think of a famous story in their city/areas including the title, characters, setting, and their opinions of the story. Further, the matching vocabulary activity helps the students to learn and master some vocabulary in order to understand the narrative text in the next task.

Then, the while-reading section aims to help the students focus on certain aspects of the text and to understand the text better. It covers several tasks that require the students to read some recount texts and then answer specific questions about the text. In task 7, they have to think critically to express their view about the main character’s tricks and what they supposed to do if they became the main character of the story. They also have to learn and identify the structure of the text and complete a narrative text with correct verb forms. This section also has grammar exercises that required the students to learn adverbs of time and find the samples on the text. It is also completed with a quite challenging exercise, arranging jumbled paragraphs. Further, students can learn more about other famous stories from English-speaking countries.

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The last, the post-reading section covers two tasks to enrich and expand the students’ knowledge and understanding about the topic of the unit. First, in task 21, the students have to find famous stories in their city/area to complete the table. It covers the title, setting, characters, conflict, resolution, and the values that can be learned from the stories. Finally, the students are asked to write about their experiences in visiting tourist attractions in the form of a recount text. A simple guideline has been provided to assist them in writing their text. The students are also required to predict the ending of some famous stories or write their own version for the ending of the stories. Finally, they have to write a simple narrative text based on the title of stories listed in task 21. It helps the students to learn the values of respect, honesty, trustworthiness, and caring.

f. Description of Unit 6

The title of this unit is ‘Exploring famous folktales’ and the same as the previous unit, it focuses on the narrative text. However, it provides more folktales either from

Indonesia and abroad and encourages students to read and learn more about the narrative text could explore more information about folktales from Yogyakarta. This unit consists of 22 tasks covering pre-reading, while-reading, and post-reading sections. The objectives of this unit are (1) students are able to find the detail information in the narrative text, (2) students are able to analyze the structure and language features of the narrative text, (3) students are able to analyze the similarities and differences between the stories in the unit, (4) students are able to comprehend the content of the narrative text, (5) students are able to find and analyze other folktales either from Yogyakarta and the target culture, and (6) students are able create to scenario based on the stories presented in the unit, and (7) students are able to learn the values inherent in the narrative texts.

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First, the pre-reading sections contain three tasks for helping the students to activate their background knowledge related to the topic of the unit and predict what they will read so they could later interact with the text well. The first task provides a picture representing one of the Indonesian folktales and the students have to answer some questions about the picture. Then, the word search requires the students to identify some titles of famous Indonesian folktales. The teacher will play a video of an Indonesian folktale and the students have to watch it and then arrange the jumble pictures into the correct order based on the video. After that, the students are required to complete a table to summarize the video. Further, to help them understand the text that they are going to read in the while-reading section, the students have to work in groups and find the

Indonesian equivalent of some English words.

Second, the while-reading section consists of several tasks that aim to help the students have a better understanding of the text and focus on certain aspects of the text.

Initially, the students are provided with a picture and a narrative text. They have to observe the picture and read the text in order to answer the questions. It also provides

True/false statements to check the students’ understanding of the text. This section also has some narrative texts completed with comprehension questions. In terms of grammar, the students have to learn the language features of the narrative text. In this case, they learn about active and passive voices. They have to find sentences indicating active and passive voices from the text. Further, they also have to change the passive into active sentences and vice versa. In order to encourage the students to think critically, the unit provides a challenging task in which the students are required to find and identify the similarities and differences of the two texts in this unit.

Third, the post-reading section covers three tasks for helping the students to expand their knowledge acquired in the reading. First, are provided with cultural fact related to

104 folktales in Yogyakarta. Then, they are required to find the other two folktales from the target culture and write some important points by referring to the available guidelines. In the next task, they have to choose one of the folktales from their city/area and write the complete story with their own sentences. They are encouraged to be creative as the task allows them to write a different version of ending for their story as well as the values they learned from the story. The last task is more challenging as it requires them to work in groups and write a scenario based on a story in Units 5 and 6. It provides opportunities for students to learn the values of communal work, responsibility, caring, and patience.

5. Product Evaluation

Once the first draft of the product was completed, it was then evaluated by experts.

It aims to validate the reading tasks whether they have been ready to be used in the classroom. In this study, the instrument used for evaluating the developed material was a questionnaire that was distributed to the experts and the English teacher.

a. The expert judgment

After developing the first draft, the developed product was submitted to the experts for evaluation. The product was evaluated by a lecture of the English Education Study

Program who is an expert in material development. The expert provided constructive feedback for improving the developed product. Then, the feedback was taken into account to revise the product. The evaluation of the product covered five components namely appropriateness of the content, language, procedures, intercultural values insertion, and presentation. The result of the evaluation was analyzed by a quantitative conversion as proposed by Suharto (2006).

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Table 20. Quantitative Data Conversion Scale Interval Categories 4 3.25 ≤ X ≤ 4.00 Very Good 3 2.50 ≤ X ≤ 3.24 Good 2 1.75 ≤ X ≤ 2.49 Fair 1 1.00 ≤ X ≤ 1.74 Poor

After the units were assessed by the experts, the researcher analyzed the gained data using descriptive statistics to identify the mean of the five aspects of the product.

The developed materials would be considered appropriate for try out if the mean score was > 2.24. The result of the assessment by the expert is presented in the following table.

Table 21. The Appropriateness of Content No. Statement Score 1. The developed materials are suitable with core competence and standard 4 competence of Curriculum 2013 for Grade X students of senior high schools. 2. The texts in the developed materials are suitable with the basic 4 competence. 3. The developed materials include the guidance related to the 3 comprehension of structure, social function, and language features of the texts. 4. The texts in the developed materials (the descriptive, recount, narrative 3 texts) are relevant with the intercultural values. 5. The developed questions in the materials are suitable for senior high 3 school students. 6. The completeness of the developed materials is sufficient. 4 7. The developed materials can cover the students’ needs. 3 Total Score 24 Mean 3.42

Table 21 shows that the mean value of the product evaluation reaches 3.42.

According to the data conversion proposed by Suharto (2006), the mean value is considered ‘Very good’. It means the content of the developed product is appropriate and suitable to be applied in the classroom.

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Table 22. The Appropriateness of Language No. Statements Score 1. The use of language is suitable for senior high school students. 3 2. The vocabularies used in the developed materials is suitable for the senior 3 high school students. 3. The use of grammar in the developed material is appropriate. 3 4. The spelling in the developed material is appropriate. 3 5. The word choices in the developed materials are appropriate. 3 6. There is no ambiguous sentence. 3 7. The punctuation in the developed materials is appropriate. 3 8. The instructions in the developed materials are clear and easy to be 3 understood by the students. Total Score 24 Mean 3.00

In terms of the appropriateness of language in the reading tasks, the data show that the mean value is 3.00. It means that the language belongs to ‘Good’ category, so it can be used for the tryout.

Table 23. The Appropriateness of Procedures No. Statements Score 1. The developed learning activities are appropriate for the students’ needs. 4 2. The learning activities in each unit are varied. 4 3. The learning activities in each unit are suitable with the topic. 4 4. The learning activities can motivate the students to learn English in pairs 4 or groups and support the process of interaction in the classroom. 5. The developed learning activities support the students to understand the 3 existing phenomena of issues. 6. The developed learning activities support the students to understand the 3 intercultural values. 7. The developed learning activities help the students to develop noble 3 values inherent in the activities. Total Score 25 Mean 3.57

Table 23 shows that the mean value of the developed products is 3.57. Based on the quantitative data conversion, it is categorized as ‘Very good’. As the mean value is within the interval of 3.25 ≤ X ≤ 4.00, hence, the aspect of procedure of the developed materials is considered appropriate.

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Table 24. The Appropriateness of Intercultural Values Insertion No. Statements Score 1. The developed materials already covered the cultural aspects and 3 values. 2. The pictures and texts used in the developed materials are relevant with 4 the intercultural values. 3. The pictures used in the developed materials are appropriate for the 4 students. 4. The chosen cultural topic in each unit is suitable with the results of the 3 need analysis. 5. The developed materials can increase the students’ understanding and 3 appreciation of local, national, and international values. 6. The developed materials can help the students to strengthen their local 3 and national values. Total Score 20 Mean 3.33

Table 24 shows that the mean value for the insertion of the intercultural values aspect is 3.33. According to the quantitative data conversion, it is categorized ‘Very good’ because the mean is within the interval of 3.25 ≤ X ≤ 4.00. Therefore, the intercultural values inserted in the developed materials are considered appropriate.

Table 25. The Appropriateness of Presentation No. Statements Score 1. The developed materials are presented coherently and logically. 3 2. The vocabularies in the developed materials are presented appropriately 3 and in accordance with the context. 3. The tasks in the developed materials are interesting and suitable with 3 the context. 4. The developed materials emphasize the reading skill. 4 5. The developed materials cover the evaluation (writing). 3 6. The texts presented in the developed materials are completed with 3 pictures and vocabularies in accordance with the texts. 7. The materials are completed with the explanation that supports the 3 students’ understanding. 8. The materials are completed with the explanation of the values inherent 3 in the unit. Total Score 25 Mean 3.1 2

Table 25 shows that the mean value the presentation aspect is 3.12. It means that the presentation or graphic design of the developed products belongs to ‘Good’ category.

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In addition to expert validation, the English teacher of State Senior High School 6

Yogyakarta was also required to show her views about the developed materials. The

English teacher assessed the developed materials by using a questionnaire similar with the expert’s questionnaire. The teacher’s responses to the developed materials are presented in the following tables.

Table 26. The Appropriateness of Content No. Statements Score 1. The developed materials are suitable with core competence and standard 4 competence of Curriculum 2013 for Grade X students of senior high schools. 2. The texts in the developed materials are suitable with the basic 3 competence. 3. The developed materials include the guidance related to the 4 comprehension of structure, social function, and language features of the texts. 4. The texts in the developed materials (the descriptive, recount, narrative 4 texts) are relevant with the intercultural values. 5. The developed questions in the materials are suitable for the senior high 3 school students. 6. The completeness of the developed materials is sufficient. 4 7. The developed materials can cover the students’ needs. 3 Total Score 25 Mean 3.57

Table 26 shows that the mean value of the content is 3.57. As it is in the interval of

3.25 ≤ X ≤ 4.00, it can be said that the content of the product is very good. Therefore, it is appropriate to be used for try out.

Table 27. The Appropriateness of Language No. Statements Score 1. The use of language is suitable for senior high school students. 3 2. The vocabularies used in the developed materials is suitable for the 3 senior high school students. 3. The use of grammar in the developed materials is appropriate. 4 4. The spelling in the developed materials is appropriate. 4 5. The word choices in the developed materials are appropriate. 3 6. There is no ambiguous sentence. 3 7. The punctuation in the developed materials is appropriate. 3 8. The instructions in the developed materials are clear and easy to be 3 understood by the students. Total Score 24 Mean 3.00

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Based on the teacher’s responses, the language aspect of the developed product has a mean value of 3.00. It means that the language used in the developed product is good as it is in the interval of 2.50 ≤ X ≤ 3.24.

Table 28. The Appropriateness of Procedure No. Statements Score 1. The developed learning activities are appropriate for the students’ 3 needs. 2. The learning activities in each unit are varied. 4 3. The learning activities in each unit are suitable with the topic. 4 4. The learning activities can motivate the students to learn English in 3 pairs or groups and support the process of interaction in the classroom. 5. The developed learning activities support the students to understand 3 the existing phenomena of issues. 6. The developed learning activities support the students to understand 4 the intercultural values. 7. The developed learning activities help the students to develop noble 3 values inherent in the activities. Total Score 24 Mean 3.42

Table 28 shows that the procedure of the developed product has a mean value of

3.42. As the mean value is within the interval of 3.25 ≤ X ≤ 4.00, it can be said that the procedure of the developed materials is in the ‘Very good’ category.

Table 29. The Appropriateness of Intercultural Values Insertion No. Statements Score 1. The developed materials already covered the cultural aspects and 4 values. 2. The pictures and texts used in the developed materials are relevant with 4 the intercultural values. 3. The pictures used in the developed materials are appropriate for the 3 students. 4. The chosen cultural topic in each unit is suitable with the results of the 3 need analysis. 5. The developed materials can increase the students’ understanding and 3 appreciation of local, national, and international values. 6. The developed materials can help the students to strengthen their local 3 and national values. Total Score 20 Mean 3.33

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The insertion of intercultural values has a mean value of 3.33. It means that the intercultural values inserted in the developed materials are in the ‘Very good’ category as the mean value is within the interval of 3.25 ≤ X ≤ 4.00.

Table 30. The Appropriateness of Presentation No. Statements Score 1. The developed materials are presented coherently and chronologically. 3 2. The vocabularies in the developed materials are presented appropriately 3 and in accordance with the context. 3. The tasks in the developed materials are interesting and suitable with 4 the context. 4. The developed materials emphasize the reading skill. 4 5. The developed materials cover the evaluation (writing). 3 6. The texts presented in the developed materials are completed with 3 pictures and vocabularies in accordance with the texts. 7. The materials are completed with the explanation that supports the 3 students’ understanding. 8. The materials are completed with the explanation of the values inherent 3 in the unit. Total Score 24 Mean 3.00

Table 30 shows that the mean value of the presentation aspect reaches 3.00, so it is in the ‘Good’ category. It implies that the aspect of the presentation of the developed materials is considered appropriate. In addition, for the aspect of graphic aspect, the expert stated that the graphical quality of the pictures, color, and font styles and sizes are good. Indeed, the size of the pictures are varied and the color of the tables presented in the materials are colorful for attracting the students’ interest in using this supplementary reading materials.

Based on the explanation above, the English teacher also showed a positive appreciation of the materials including the insertion of intercultural values. The teacher told that the available English textbooks that have been used thus far have not emphasized the intercultural values. Indeed, some have presented cultural aspects through pictures but not only the surface culture, not the values. As both content and intercultural values insertion are categorized ‘very good’, then they were appropriate to be learned by the

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students. It aims to improve their reading skills and strengthen their intercultural

knowledge to make them realize the cultural differences and, in the end, they can respect

such differences. Then, the teacher suggested reorganizing the summary section to be

more varied. b. Revision of the units

Based on the data gained from the product evaluation or the expert judgment, the

developed product is considered appropriate to be applied in the teaching and learning

process with some revisions. The expert provided the following feedback to improve the

developed product. The feedback for each unit is presented in the following table.

Table 31. Feedback and Revision of Unit 1 Task Feedback Before After Task 2 Use Smartphones Find the Indonesian Use your Smartphones to to get the students equivalent for the following scan the following codes, enthusiast in words. repeat the pronunciation learning of each word and find the vocabularies. Use Indonesian equivalent. QR codes. Task 5 Change the word in ... in queue ...... in queuing ... questions 7 Task Provide links to Find other pictures of the Check out the following 10 guide the students Buckingham Palace from links of the Buckingham and never let them internet and observe them if Palace and observe them get lost. there is any difference with the differences with the the picture above. picture above. (1) https://www.visitlondon.c om/things-to-do/ (2) https://www.telegraph.co. uk/travel/ Task Add ‘on page’ Identify he generic structure Identify the generic 12 of text 2 in pairs. Write structure of text 2 on page down the result below. 4 in pairs. Write down the result below. Task Delete ‘the’ The words on the column A The words on column A 14 Task Use italics for the Abdi Dalem Abdi Dalem 17 word ‘Abdi Dalem’ Task Change the has, enjoy, majority, has, enjoy, collections, are, 17 missing words. collections, facing, respect, respect, is, consists, see Focus on the constructed, is simple present tense.

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Table 32. Feedback and Revision of Unit 2 Task Feedback Before After Let’s Change the unit 1 Unit 1 Read word ‘unit 1’ to ‘Unit 1’ Task 3 Delete the word He kept trying his best He kept trying his best ‘in’ in the fourth and then joined in and then joined Atlantic sentence of the Atlantic Records in 2009. Records in 2009. second paragraph. Task 4 Be careful with nic _ _ _ (nama Nic _ _ _ _ _ (nama the number of panggilan) panggilan) each dash as each dash represents a letter. Task 7 Change the Read the following list of Read the following list of word’ adjectives for describing adjectives for describing characteristic’ people’s characteristics. people’s character. to ‘character’ Task 10 Revise the Most of her songs have Most of her songs have words ‘to deep lyrics containing deep lyrics containing respects’ advice to respects parents. advice to respect parents. Task 10 Provide the In order to honor her In order to honor her name of the city works, one of the main works, one of the main in the last roads in this city was roads in Yogyakarta was sentence. named after her. named after her. Task 23 Change the unit 1 Unit 1 word ‘unit 1’ to ‘Unit 1’ Task 23 Add ‘page ... ‘ Unit 1 Unit 1 (page 3) after Unit 1. Values Change the Text 1 showed the Text 1 shows the kindness that can tense. kindness of the main of the main character be learned character donating $1 donating $1 million to aid from the million to aid victims of victims of the Flint Water unit the Flint Water crisis. crisis.

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Table 33. Feedback and Revision of Unit 3 Task Feedback Before After Task 5 Add preposition Then, the next day we Then, on the next day we ‘on’ visited Universal Studio visited Universal Studio and Singapore Flyer, the and Singapore Flyer, the world’s largest world’s largest observation wheel. observation wheel. Task 8 Change the Finally, I went to the Finally, I went to the word ‘PM’ to airport at 3 PM since my airport at 3 pm. since my ‘p.m.’ flight was at 5 PM. flight was at 5 pm. Task 9 Change the What happened when the What happened when the word ‘writer’ to writer gave tips to the writer gave tips to the ‘waiter’ writer? waiter? Task 10 Use ‘service’ Have you ever given tips Have you ever given tips not ‘services’ to waiter in a restaurant to waiter in a restaurant for their excellent for their excellent services? service? Task 14 Change the I went to the airport at 3 I went to the airport at 3 word ‘PM’ to PM. pm. ‘p.m.’ Task 20 Give a full stop The monument would be The monument would be at the end of closed closed. each option. Task 20 Use Capital for The writer bought the The writer bought the the word following souvenirs, following souvenirs, ‘except’ except ______EXCEPT ______

Let’s Revise the word It was the capital city of It was the capital city of Learn ‘century’ Mataram, in the 16th and Mataram, in the 16th and More 17th century. 17th centuries. Values Change the Text 3 showed how the Text 3 shows how the that can tense. local people view and local people view and be learned treat the visitors in a treat the visitors in a from the humble and friendly way. humble and friendly way. unit

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Table 34. Feedback and Revision of Unit 4 Task Feedback Before After Task 1 Revise the word In the previous unit, you In the previous unit, you ‘verb’ have learned about have learned about regular and irregular verb. regular and irregular verbs. Task 2 Delete the word If not, which one do you If not, which one do you ‘with’ want to meet with? want to meet? Task 4 Delete the She briefly spoke about She briefly spoke about comma in the the book, and then the book and then thanked last sentence of thanked all of us. all of us. the third paragraph Task 6 Revise the letter ... by refering to text 1 ... by refering to Text 1 Task 10 Add a comma My friend, Johan who My friend, Johan, who works in the embassy works in the embassy asked me to accompany asked me to accompany him to pick up the King of him to pick up the King of Yogyakarta. Yogyakarta. Values Change the Task 19 provided a Task 19 provides a that can tense. sample of how a team sample of how a team be learned should trust one another should trust one another from the in order to be able to in order to be able to unit compete well in a compete well in a competition. competition.

Table 35. Feedback and Revision of Unit 5 Task Feedback Before After Task 3 Revise the Find some stories that is Find some stories that are grammar passed down .... passed down Task 5 Add a Look the picture below Look at the picture below preposition and read Text 1 to answer and read Text 1 to answer the questions. the questions. Task 9 Change the word She tried to tell Romeo She tried to tell Romeo ‘will’ that she will stop the that she would stop the wedding. wedding. Task 11 Revise the letter In text 2 ... In Text 2 .... Task 11 Revise the In text 2, there are also In Text 2, there are also grammar words tell us ... words telling us ... Task 15 Revise the letter In text 3 ... In Text 3 .... Task 13 Revise the word How long did the Capulet How long did the Capulet ‘involved’ and Montague families and Montague families involved in a fight? involve in a fight? Task 19 Revise the The words printed in the The phrases and sentence. bold type are adverb of sentences printed in the time. bold type are adverb of time. Task 23 Revise the letter Select one title of stories Select one title of stories listed in task 21 ... listed in Task 21 ...

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Table 36. Feedback and Revision of Unit 6 Task Feedback Before After Task 6 Revise the word table A Table B ‘table A’ Task 7 Revise the word The chief pretended .... The thief pretended .... Task 8 Change the What do you think of What do you think about preposition Kassim’s death? Kassim’s death? Task 9 Revise the typo Ali Babab ... Ali Baba ... Task 11 Revise the first Read the following Read the following letter of the explanation about explanation about passive phrase ‘Passive Passive and Active and active voices. and Active Voices. Voices’ Task 15 Revise the word Why did the sheriff hold Why did the sheriff hold a ‘best archery’ a competition for the competition for the best best archery? archer? Task 16 Revise the Is it appropriate helping Is it appropriate to help the sentence. the poor through poor by robbing the rich? robbing the rich? Task 17 Revise the letter ... in task 14. ... in Task 14. Task 19 Delete the word Then, he made a plan Then, he made a plan ‘and’ and changing his name changing his name into into Ande-Ande Lumut. Ande-Ande Lumut. Task 20 Revise the word ... chose one of the ... chose one of the titles... title... Task 22 Revise the letter ... in Unit 5 and unit 6. ... in Unit 5 and Unit 6. Task 22 Revise the All players pronounce All the players speak wording the dialogues fluently without too many appropriately. stops.

Based on the result of expert judgment, the researcher considered the feedback provided by the expert to revise the first draft of the product. Both the expert and the

English teacher provided positive feedback. They stated that the developed product is suitable for the students’ needs and has been completed with intercultural content.

Indeed, some revisions were needed in terms of language, presentation, and intercultural insertion and punctuation in order to make the product appropriate for try out. The revised version is considered the second draft of the product. The design of the second draft is quite similar to the first draft. It consists of six units covering descriptive, recount, and narrative texts. In relation to the instruction of the task, some words or phrases were replaced and deleted.

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B. Testing the Product

A. Pilot Test

The pilot test was conducted in State Senior High School 6 Yogyakarta involving 28 students of Grade X Social 1. It was conducted for two weeks started from the second of

August 2019 with the total of 6 meetings. The researcher distributed the second draft of the product to the students. The researcher provided sufficient time for the students to read, think, discuss the content of the developed products, and answer some questions in the materials. After reading and completing the tasks, they had opportunities to discuss the content of the product with the researcher. Some students could complete the tasks faster than others. Due to the time limitation, the pilot test only managed to try the first two units of the materials. They received an evaluation sheet to express their views about the developed materials. The evaluation sheet covered five aspects, namely content, procedures/activities, intercultural insertion, presentation, and graphics.

Table 37. The Students’ Responses to the Developed Product No. Aspect Mean Category Values 1. Content 3.20 Good 2. Procedures/activities 3.43 Very Good 3. Intercultural values insertion 3.46 Very Good 4. Presentation 3.23 Good 5. Graphics 3.35 Very Good

Based on the table above, it can be seen that the mean values of each aspect of the developed materials are higher than 3.25, thus they all are categorized very good. The students showed positive responses to the developed materials particularly on the activities and intercultural values insertion presented in the materials. Meanwhile, the mean values of the graphics reach 3.35. It indicates that the researcher needs to revise or improve the graphics aspects including the font size, font style, color selection, etc. to make the materials clearer and more attractive for the students. The detail of each aspect of students’ responses can be seen in the Appendix 4.

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After completing the pilot, the researcher had a discussion with the English teacher concerning the used materials. The teacher provided positive feedback and some suggestions for improving the materials such as changing the instruction, reorganizing the task, and providing more online sources. The researcher highly appreciated the teacher’s suggestions for improving the developed materials.

B. Revision of Pilot Test

Based on the result of the pilot test and the discussion with the English teacher, the researcher made some changes in the developed materials. The changes can be seen in the following table.

Table 38. Revision of Unit 1 Task Feedback Before After Task 2 Provide a number for each QR code.

Code 1 Task 19 Revise the Find the similarities and Find the similarities and instruction. differences between text 2 differences between text 2 on on page 4 and text 3 on page 4 and text 3 on page 8 page 8 by using the by using the following Venn following Venn diagram. diagram. List the similarities In what way are they in the shared area (B) and similar or different? the differences in the Write the similarities in separate areas (A) and C. the shared area (B) and the differences in the separate areas (A) and C. Task 23 Provide No example. British people: People line examples up neatly waiting for their turn to buy tickets. Yogyakarta people: Some teenagers mess the public places with vandalism to show their existence. Cultural Add sources No source: Source: https://www.studying- Fact in-uk.org/british-culture-and- social-norms/

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Table 39. Revision of Unit 2 Task Feedback Before After Task 4 Give a number to bo _ _ 1. bo _ _ each item. Task 7 Give a number to careless 1. careless each item. Task 10 Change the word Ny Tjondrolukito is a Ny Tjondrolukito is a ‘legend’. legend Javanese singer legendary Javanese singer … . … . Task 22 Provide Without hints Hints: hints/guidance/useful Picture 1: phrases for each - A Balinese girl picture. - Practices dancing - Looks stunning

In Unit 1, the researcher gave a number for each QR code. Numbering each item makes it easier in checking the students’ answers. The instruction of Task 3 was also changed. At first, some students got confused with the instruction. They did not know what to say and the expected responses as they were suddenly asked to express their opinions.

Then, the task was changed. It became simpler as the students only required to focus on some collections of the museum and underline them. This task helps the students to complete the next task as in Task 4 they were required to match each picture with the collections of the museum that have been underlined in Text 1. In Task 19, the instruction is quite wordy.

Then, it was simplified to make it easier for the students to understand the instruction. The researcher added examples in Task 23 which aimed to provide ideas, guidance, or pictures as guidance to complete the task. Furthermore, regarding the cultural fact, the researcher provided a link so that the students can access more information about it.

Besides revising Unit 1, the researcher made some changes in Unit 2 particularly in

Tasks 4 and 7. In these tasks, the researcher gave a number for each item. The use of numbers will facilitate the teacher and students to check the correct response for each item.

Then, in Task 10, the word ‘legend’ is not appropriate. In order to make the sentence grammatically correct, it was changed into ‘legendary’. Moreover, for Task 22, the

119 researcher provided hints/guidance in the form of useful phrases so that the students will not get lost in completing the task.

C. Field Test

The field test of the product was also conducted at State Senior High School 6

Yogyakarta. However, it involved more students with a total of 56 students from X Social

1 and Social 2. Prior to the implementation of the teaching, the teacher and researcher had a small discussion to discussion regarding the unit that will be used. Based on the English teacher’s suggestion and time limitation, the researcher used Units 1 and 3 for this field test and it required 7 meetings to complete. It was conducted from October 7th – 21st 2019. The field test was conducted on the first semester due to some considerations. First, the teacher will have a maternity leave in the beginning of the second semester. Second, the developed materials are supplementary materials so that they aim to enrich the students’ knowledge.

Third, the selected units covered descriptive and recount texts and the teacher already introduced these types of texts to the students. The teacher was actively involved in this field test as she taught the materials and the researcher observed the process. In the last meeting, the students were required to fill in a questionnaire regarding the units that have been learned using the same evaluation sheet with the pilot test. The result of the product evaluation based on the students’ responses are presented below.

Table 40. The Students’ Responses to the Content of the Product No. Statements Score 1. The developed materials include the guidance related to the 191 comprehension of structure, social function, and language features of the texts. 2. The texts in the developed materials (the descriptive, recount, narrative 195 texts) are relevant with the intercultural values. 3. The questions in the materials are suitable for senior high school students. 180 4. The completeness of the developed materials is sufficient. 186 5. The developed materials cover the students’ needs. 183 Total Score 935 Mean 3.35

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Based on the table above, the students gave positive responses toward the content of the developed product. The mean values of the content reach 3.35 and based on the conversion table, it is considered ‘very good’ meaning that the content of the product is appropriate for improving students’ reading skills.

Table 41. The Students’ Responses to the Intercultural Values Insertion No. Statements Score 1. The developed materials cover intercultural aspects and values. 199 2. The pictures and texts used in the developed materials are relevant with the 194 intercultural values. 3. The pictures used in the developed materials are appropriate for the students. 210 5. The developed materials can increase the students’ understanding and 207 appreciation of local, national, and international cultural values. 6. The developed materials can help the students to strengthen their local and 200 national values. Total Score 1010 Mean 3.60

Table 41 shows that the students are quite satisfied with the insertion of intercultural values in the developed materials. The students could improve their knowledge of national and international cultures and also strengthen their local culture. It encourages the students to appreciate the cultural differences exist in the community. The mean values for the intercultural loads in the developed materials reach 3.60 and it is considered ‘very good’. It means the materials have accomodated the local, national, and international cultures.

Table 42. The Students’ Responses to the Procedures No. Statements Score 1. The developed learning activities are appropriate for the students’ needs. 95 2. The learning activities in each unit are varied. 100 3. The learning activities in each unit are suitable with the topic. 88 4. The learning activities can motivate the students to learn English in pairs or 96 groups and support the process of interaction in the classroom. 5. The developed learning activities support the students to understand the 94 existing phenomena or issues. 6. The developed learning activities support the students to understand the 101 intercultural values. 7. The developed learning activities help the students to develop noble values 99 inherent in the activities. Total Score 673 Mean 3.43

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Based on Table 42, the students provide good responses to the procedures or activities presented in the materials. They agree that the activities are varied and could help them to learn not only the content of the materials but also the values inherent in the materials. The mean values are 3.43 and it is considered ‘very good’ based on the conversion table.

Table 43. The Students’ Responses to the Presentation of the Product No. Statements Score 1. The developed materials are presented coherently and chronologically. 94 2. The vocabularies in the developed materials are presented appropriately 99 and in accordance with the context. 3. The tasks in the developed materials are interesting and suitable with the 92 context. 4. The developed materials emphasize the reading skill. 96 5. The developed materials cover the evaluation (writing). 94 6. The texts presented in the developed materials are completed with 97 pictures and vocabularies in accordance with the texts. 7. The materials are completed with the explanation that supports the 91 students’ understanding. 8. The materials are completed with the explanation of the values inherent 101 in each unit. Total Score 764 Mean 3.41

In terms of presentation of the product, the students also give positive responses, particularlt to the provision of explanation about the values that can be learned from the unit and the use of pictures and vocabularies in that are suitable with the materials. The mean values of the presentation reach 3.41 and based on the conversion table, they are considered

‘very good’ as they are higher than 3.25.

Table 44. The Students’ Responses to the Graphic No. Statements Score 1. The graphics of the developed materials is clear. 208 2. The graphics of the developed materials is interesting. 195 3. The graphics of the developed materials is suitable for senior high school 199 students. 4. The font size in the developed materials is suitable. 200 5. The font style in the developed materials is suitable. 224 6. The selected color in the developed materials is suitable. 168 Total Score 1194 Mean 3.55

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Table 44. Shows the students’ responses to the graphical quality of the product. It indicates that the students are relatively satisfied with the graphical quality of the product including the pictures, color, and font style and size of the presented text. The mean values is 3.55 and based on the conversion table, it is considered ‘very good’.

The summary of the students’ responses to the developed product is presented in the following table.

Table 45. Summary of Students’ Responses to the Developed Product No. Item Mean Values Category 1. The content of the materials 3.35 Very Good 2. The procedure of the materials 3.43 Very Good 3. The intercultural values insertion 3.60 Very Good 4. The presentation of the materials 3.41 Very Good 5, The graphical aspect of the 3.55 Very Good materials

Concerning the students’ responses to the developed materials, overall the students were quite satisfied with the developed product. They could follow the teacher’s instructions to complete the tasks in the developed materials. Indeed, some took a long time to complete certain tasks, particularly when they had to write a simple descriptive task. Some of them submitted their work late. They came to the teacher’s office at the break to submit their work.

Meanwhile, based on the field test of the developed product, the product was considered effective to be used in English teaching and learning for the tenth-grade students of the social class. The students became more aware of social issues or phenomena in the community. The developed materials increased the students’ understanding and appreciation of local and international cultural values. They realized that they have different cultural values with other areas in Indonesia and even abroad. When the teacher discussed

Unit 1 particularly about the queuing culture presented in the text, the students could compare it with their habit in queuing and honestly admitting that people surrounding them often jump the queue and they knew that it’s not good. In other words, the students did not

123 only learn the content of the text but they could learn the values inherent in the text. The teacher and students’ evaluation of the content of the materials could be a reference that this product covered the students’ needs.

In addition, both the teacher and the students showed positive feedback regarding the implementation of the developed product. In other word, it implies that the developed materials were appropriate to be used in the English teaching and learning process for the tenth-grade students of the social class in Yogyakarta.

C. Final Draft of the Product

The final draft of the product was developed through several stages. Initially, the researcher analyzed the students’ needs covering the target and learning needs through distributing questionnaires to the students. In addition, the researcher interviewed the

English teacher to get deeper information about the students and the English teaching and learning process in the classroom. Then, the result of the need analysis became the basis in constructing the syllabus and materials. The syllabus referred to the Core and Basic

Competencies of Curriculum 2013 particularly for English Subject in Grade X of Senior

High School. It used core competencies 3 and 4. In detail, the basic competencies for Units

1 and 2 were derived from 3.4, 4.5, and 4.6. Meanwhile Units 3 and 4 were derived from

3.5, 4.8, and 4.7 and the last two units covered basic competences of 3.6 and 4.9. The developed supplementary reading materials focused on descriptive, recount, and narrative texts.

After developing the syllabus, the researcher developed the materials and the product was considered the first draft of the materials. The developed product aims not only to developed students’ reading skill but also to develop students’ intercultural understanding.

Therefore, the selected text, materials, and activities were not only useful for teaching the

124 language but also to develop students’ intercultural understanding as they contained intercultural values including local, national, and universal values. The learning procedures or activities encouraged the students to work both individually and in pairs/groups. The students are expected to improve their reading skill through the presented texts and improve their intercultural understanding enabling them to tolerate and respect cultural differences.

In general, each unit of the developed materials is divided into three main parts, namely pre- reading, while-reading, and after-reading activities. Each unit is also fitted with vocabulary builder, grammar review, worksheet, cultural facts, reflection, values learned from the unit, summary, and glossary to facilitate the students in learning the content of the text and the values inherent in the content and tasks.

As stated earlier, the developed product covered descriptive, recount, and narrative texts. The intercultural values insertion was not only limited to the selection of text which containing cultural values but also the selection of task aimed to provide knowledge, understanding, and awareness of cultural differences. In the end, they were expected to help the students in strengthening their local culture and raising awareness and tolerance of cultural differences. The cultural facts were presented in each unit to enrich the students’ cultural knowledge.

The selection of cultural fact for each unit was adjusted to the topic of the unit. As

Unit 1 focused on describing historical places, then the presented cultural facts related to public places etiquettes in the United Kingdom. It provided opportunities for students to identify how people behave in public places in Yogyakarta City and then compared it with others in the United Kingdom. The second Unit focused on describing people and the inserted cultural values related to etiquettes in the United Stated particularly when having conversation or interaction. Next, Unit 3 discussed recount texts with the theme of visiting tourist attraction. The inserted intercultural values related to heritages of Yogyakarta city

125 including attitudes when visiting certain tourist attractions, for example the visitors were not allowed to wear Batik Parang in the palace as this type of Batik can be worn by the member of royal family only. Unit 4 still presented recount texts but the theme was meeting public figures. The inserted cultural facts were about the diversity of Indonesian culture including the common attitudes of the people such as polite, friendly, and respecting older people.

Then, Unit 5 focused on narrative texts particularly about famous folktales. The researcher inserted cultural facts related to famous folktales both in the United States and the United

Kingdom. The last, Unit 6 still focused on narrative texts and it was completed with cultural facts related to famous folktales in Yogyakarta.

The first draft of the product was evaluated by the expert and the English teacher.

They both provided constructive feedbacks and then the researcher considered them as the basis for improving the units. All units were revised covering the content, languages, procedures/activities, and presentation of the product. Then, the result of this revision was considered the second draft. This draft was used for pilot test (try-out) and field test.

The try out was conducted to check the appropriateness and suitability of the product to be used in the teaching and learning process in the tenth grade of Social Classes. The try- out involved students from the tenth grade of Social Class and the field involved more students (2 classes). The need analysis, try out, and field test were conducted in the same school, one of State Senior High School in Yogayakarta. In the try-out, the researcher distributed the materials and questionnaires to the students and they were required to read, discuss, and response to some questions. They were also asked to express their opinions about the developed products. After the try-out, English teacher and researcher discussed the products. Based on the results of the questionnaire, the product was considered ‘good’ for content and presentation aspects. However, the other aspects were considered ‘very

126 good’ as the means values were higher than 3.25. The result of the try-out and discussion with the English teacher led the researcher to develop the final draft of the product.

D. Intercultural Competence Assessment

As stated earlier in the theoretical background section, this study adapted the

Assessment of Intercultural Competence (AIC) developed by Fantini and Tirmizi (2007) to assess the students’ intercultural competence. The researcher decided to use this instrument because it has been widely used to assess students’ intercultural competence due to its ability to elicit data of students’ attitudes regarding intercultural load in the English classroom. It comprises students’ knowledge, attitude, skills, and awareness after using the supplementary English reading materials, ‘Reading: A window to the world’. The result of

AIC shows that all students have positive responses to cultural differences. The detail result of AIC can be seen in the following table.

Table 46. The Result of AIC based on Knowledge Aspect Item N= 56 A % SA % I can give a simple definition of culture. 48 85.71 8 14.28 I know that Yogyakarta people have their own local 15 26.78 41 73.21 culture. I know that Indonesia has different culture from the 10 17.85 46 82.14 United States and the United Kingdom. I can compare aspects of other cultures with 17 30.35 39 69.64 Indonesian/Yogyakarta culture. I can compare the behaviors of Yogyakarta people with 32 57.14 24 42.85 those from other cultures.

Based on the table above, it shows the majority of students show a positive understanding knowledge of the culture. They know that the community in Yogyakarta have a local culture that still exists to present (73.21%). Moreover, 82.14% of the students strongly agree that Indonesia has different cultures from other countries such as the United

Kingdom and the United States. More than half of the students strongly agree that they can compare the cultural aspects of other countries with their own local culture or Indonesian

127 culture. Moreover, they can compare people’s behavior in certain countries with the local people in Yogyakarta. It can be seen in Unit 1 in which the students learned how people in the United Kingdom behave in public places and they could make comparisons with

Yogyakarta people’s behavior in public places. It indicates that they understand the cultural differences and able to compare their own culture with others.

Table 47. The Result of AIC based on Attitudes Aspect Item N= 56 A % SA % I am willing to interact with people from other cultures. 36 64.28 20 35.71 I appreciate local culture in Yogyakarta. 5 8.92 51 91.07 I appreciate the cultural differences among regions in 27 48.21 29 51.78 Indonesia. I show interest in new cultural aspects (e.g. to 42 75.00 14 25.00 understand the histories, traditions, values, etc. of people from other cultures). I understand that people from other regions / countries 44 78.57 12 21.42 can have different culture / behaviour / values from Yogayakarta culture.

The table above shows that most of the students show a willingness to interact with people from other cultures. It means they are open-minded and have tolerance towards differences in the community. Regarding the local cultural appreciation, 91.07% of the students strongly agree with local cultural appreciation. Even, they have positive responses toward the cultural differences among regions in Indonesia. Then, 75% of the students show interest in new cultural aspects or to know other people’s culture including histories, traditions, values, etc. Moreover, 78.57% of the students agree that people from other regions/countries might have different cultures with them. It implies that the students do not only show that students understand the cultural differences but also, they show positive attitudes in appreciating the differences.

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Table 48. The Result of AIC based on Skills Aspect Item N= 56 A % SA % I can interact with people from other cultures. 13 23.21 43 76.78 I can interact appropriately in different social situations 29 51.78 27 4821 with people from other cultures.

Based on the table above, most of the students can interact with people from other cultures with a proportion of 23.21% and 76.78% for agree and strongly agree responses respectively. It means that most of them are confident in interacting with people from other areas with different cultural backgrounds. Moreover, more than half of the students agree that they can appropriately interact in different social situations with people from the different cultural backgrounds. It means students do not limit their social interaction and have skills to socially engage in the community even.

Table 49. The Result of AIC based on Awareness Aspect Item N= 56 A % SA % I realized the importance of preserving Yogyakarta 31 55.35 25 44.64 culture. I realized the importance of preserving Indonesian 41 73.21 15 26.78 culture. I realized the diversity in Indonesian culture (such as 18 31.14 38 67.85 differences in race, ethnicity, language, tradition, custom, etc.) I realized that other countries have cultural diversity 32 57.14 24 42.85 (such as differences in race, ethnicity, language, tradition, customs, values etc.)

Table 49 shows the aspect of awareness of intercultural competence. It shows that

55.35% and 44.64% of the students agree and strongly agree that they realize the importance of preserving their local culture. Then, the number of students who realized the importance of preserving Indonesian culture reach 73.21% and 26.78% for agree and strongly agree respectively. In addition, more than half of the students are aware that Indonesia has diverse races, ethnicity, tradition, and value, custom, etc. It means they are aware and understand that each region in Indonesia might have different cultures from others.

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E. Discussion

The developed product was designed based on the result of the need analysis. The data were collected through distributing questionnaires to the students. The questionnaires covered several questions concerning learning needs and target needs. The target needs refer to what students’ needs to do in the target language which include necessities, lacks, and wants in learning English. Meanwhile, the learning needs refer to the students’ needs to do to achieve the target language which consisting of input, procedures, teachers and students’ roles, and setting.

The appropriateness of the developed product was validated by the expert in the field of material development. The questionnaire for validating the product consisted of some aspects namely the content, language, procedures/activities, insertion of intercultural values, presentation, and graphic of the materials. Based on the result of the expert’s judgment, the product was considered as ‘very good’ in terms of content and procedure with the means values of 3.42 and 3.57 respectively.

Then, based on the result of try-out and field test of the materials, the students showed positive responses toward the developed product as the materials encourage the students to learn. It is in line with Hutchinson and Waters (1987) in which students show postive responses to materials which motivate them to learn. The students expressed that the materials are interesting because they find familiar and colorful pictures and can use

Smartphone for scanning the QR codes and accessing the available links. Even, they already have background knowledge of the topics presented in the books. Thus, it makes them easier to understand the content of the text or to produce a simple text about places they are familiar with. In addition, the cultural exposure is interesting for them as they can learn the language and the culture at one time. They became more aware of their own culture and to showed

130 interest in knowing more about others’ culture. It is in accordance with Peterson (2019) that students have already absorbed several aspects of culture in which they grew up for example the language, attitudes, behavior, beliefs, and preferences.

However, arranging tasks or activities that can keep the students active in learning is not easy task for teachers. As adolescent, Senior High School students are in the transition period when they often face internal issues within themselves (Hammer, 2007). However, they are in the period of having a great capacity to learn, great potentials, and a passionate commitment in something interesting for them. Indeed, they showed interest in the developed product by engaging actively during the field test.

This study inserted international, national, and local values into the English supplementary reading materials through the selection of inputs, such as texts and pictures as proposed by Madya (2013). The selected texts and pictures contain certain values which will be taught and developed for example, social care, nationalism, politeness, citizenship, etc. In addition, the values also inherent in the procedure or the activities. The activities presented in the materials can be utilized to develop certain values, such as mutual cooperation, honesty, democracy, independence, responsibility, trustworthiness, fondness for reading etc. However, in the classroom, it depends on the teacher sensitivity to convey or teach the values inherent in the text or materials. In the end, the students’ intercultural values were assessed by using a self-rated questionnaire. The students showed a relatively positive response to the aspect of intercultural competence, including knowledge, attitude, skills, and awareness of cultural differences. It supports the results of previous study conducted by Wahdini (2014) that the students relatively show positive responses to intercultural learning materials and likely to improve their intercultural competence after using the materials.

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F. Research Limitation

The limitation of this study can be categorized intro two: product implementation and research method. First, concerning the product implementation, the researcher managed to design six units of materials but not all the units could be implemented in the teaching and learning process due to limited time. In the try out, the English teacher could not allocate a longer time for the implementation due to school policy. However, the researcher asked the students to bring the printed materials home so that they can read all the materials and ask anything about it after the tryout. Even, the researcher allowed them to ask about the materials through WhatsApp. Therefore, they have enough time to read all the texts and activities presented in the units so that they can express their opinion/perspective about the whole materials objectively.

Second, regarding the research method, the researcher did not group the students into control and experimental groups to know to what extent the product can improve the students’ cultural knowledge and understanding. The researcher only developed the product and then analyzed the products based on the result of the expert’s judgment, teacher’s responses, and students’ responses toward the product. In addition, the result of assessment of intercultural competence probably was not maximal as both the try out and field test could not not cover all six units.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion based on the findings and discussion in the previous sections. It provides both theoretical and practical implications. The suggestions of the product utilization and dissemination and further possible development for future studies are presented at the end of the section.

A. Conclusion

The conclusions of the study refer to the research questions. The detail of each point is explained as follows. The target needs of students covered necessities, lacks, and wants.

In collecting those data, the researcher distributed questionnaires. The result shows that the students’ necessities in reading are to understand the content and meaning of the text, improve their vocabulary mastery, improve their pronunciation, and response to questions.

Then, regarding lacks, most of the students have to improve their reading skill as their level of vocabulary and grammar mastery is low. Furthermore, only some of them who have showed ability to read texts critically in order to learn the truth values of the textual information. Therefore, the developed product is completed with glossary and summary to facilitate them in learning and enrich their vocabulary mastery.

In regards to the learning needs, they cover input, procedures, teacher’s roles, students’ roles, and setting. The result of the need analysis indicates that the students showed interest in reading texts that were completed with a list of vocabularies and related to international, national, and local cultures with the topics of historical places, folktales, and famous people. Moreover, they wanted to have materials with colorful pictures for illustration. Regarding reading activities, they wanted to work in pairs and individually. In term of roles, the students expected to actively participate in the teaching and learning

133 process while the teacher facilitates their learning and become the source of information.

Even, the students provide positive responses for the insertion of intercultural aspects into the English materials. They belief that it will benefit them particularly to reduce culture shock when they continue their study abroad insertion of intercultural values, improve their respect to cultural differences in Indonesia, and strengthen their own local culture. The students agreed that knowing and understanding their own local culture will not make them feel superior among others with different cultural background.

The developed product called ‘Reading: A Window to the World’ is supplementary reading materials consisted of six units focusing on descriptive, recount, and narrative texts.

Each unit covered 18 – 22 tasks. The unit design covered title, let’s start, let’s read, let’s learn more, reflection, values learned from the unit, summary, and glossary. Each unit is provided with short cultural facts of certain country to enrich students’ knowledge about cultural understanding and they are expected to be able to compare it with their own culture.

The appropriateness of the product can be seen from the result of product validation.

Both the English teacher and expert assessed the product including the content, language, procedure, intercultural insertion, presentation, and graphics. The result of the expert’s judgment shows that the developed product was categorized ‘very good’ as the mean value is within the interval of 3.25 ≤ X ≤ 4.00. In addition, the students show positive responses toward the developed product based mean value of the collected data from tryout and field test.

In regards to the assessment of intercultural competence, the majority of students show a positive understanding knowledge of the culture. Most of the students strongly agree that

Indonesia has different cultures from other countries such as the United Kingdom and the

United States. More than half of the students strongly agree that they can compare the cultural aspects of other countries with their own local culture or Indonesian culture. It

134 indicates that they understand the cultural differences and show tolerance to differences in the community.

In summary, this study has managed to address the research questions through supplementary English reading materials which are in line with the needs of senior high school students, particularly in Yogyakarta. This product is appropriate to be used as reading supplementary materials as the expert, teacher, and students gave positive responses to the content of the developed product and its implementation.

The implementation of this study was based on the urgency of integrating intercultural values into the English materials, particularly reading materials. The previous research only focusses on the integration of intercultural loads into the English materials. The values inherent in the cultural loads have not been the concern. Values are the crucial aspect of culture as they have great effects on people’s behavior in which the general ideas about the good life are influenced by the values of the culture into which one was born or raised. In the ELT, the insertion of intercultural values is based on the ideas that the current goals of

ELT does not merely to imitate the native speakers but to help students to be able to appropriately participate in the global interaction which involve does not only native speakers of English but also people from non-English speaking countries. However, the widely used English textbooks in Indonesia have not prompted the insertion of intercultural values. The insertion of culture is still limited to the surface culture such as providing cultural-based pictures, texts, and activities but deep culture of the values inherent in those aspects have not been emphasized. Providing intercultural exposure to students will benefits them as it can improves their knowledge about the language and cultural differences. It can develop tolerance and acceptance toward different cultural values.

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B. Suggestions

1. For students

To improve the English reading skill, the tenth-grade students of State Senior High

Schools are suggested to actively engage in the teaching and learning process and read

and learn supplementary reading materials called ‘Reading: A Window to the World.’

2. For English teachers

English teachers need to consider some aspects in using supplementary reading

materials ‘Reading: A Window to the World’ in order to achieve the goals of teaching

reading. First, it is essential to create a good atmosphere in the classroom and teachers

have to play roles to facilitate and guide the learning process as well as provide feedback

for students’ works. As the developed materials are also expected to improve the

students’ cultural understanding, the teachers should be able to teach not only teaching

the language and content, but also the intercultural values inherent in the materials.

3. For other material developers

The materials developers need to consider some aspects in inserting intercultural

values into the English materials. First, they have to consider the target needs and

learning needs of the students. Second, it is crucial to select the appropriate texts, tasks,

pictures, and other sources that match the students’ needs and to determine the level of

difficulty of the materials. Third, materials should have interesting presentation and

layout to keep the students motivated in learning.

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C. Dissemination and Further Development

The dissemination of the product can be conducted through:

1. Providing socialization and discussion of the product to the English teachers in

Senior High School in Yogyakarta;

2. Introducing the product to the Senior High School students in Yogyakarta;

3. Conducting discussion of the product with other researchers who will conduct a

study in the same field;

4. Presenting the result and the product of the study in workshops or conferences

related to education and materials development.

For further development, the English teachers or material developers are expected

to:

1. Develop better products which cover more language skills;

2. Enrich the intercultural aspects in the content of English learning materials.

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APPENDICES

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APPENDIX 1 A. Need Analysis Questionnaire ANGKET UNTUK SISWA A. LEMBAR PERSETUJUAN Dengan hormat, Saya Ragil Safitri, mahasiswa Program Pascasarjana, Universitas Negeri Yogyakarta. Saya mengharapkan partisipasi Anda dalam penelitian saya terkait pembelajaran Bahasa Inggris di kelas. Penelitian ini dilaksanakan dalam rangka memenuhi persyaratan tugas akhir Program Pascasarjana Universitas Negeri Yogyakarta. Semua informasi yang Anda berikan bersifat rahasia dan tidak akan memberikan dampak negatif terhadap nilai dan sekolah Anda. Jika Anda memiliki pertanyaan mengenai pelaksanaan penelitian ini, dapat menghubungi saya di 082325816161 atau [email protected]. Jika Anda bersedia untuk berpartisipasi dalam penelitian ini, mohon tanda tangan di kolom responden dibawah ini.

Hormat Saya, Ragil Safitri Responden

(...... )

B. IDENTITAS RESPONDEN Nama Jenis kelamin 1. Laki-laki 2. Perempuan (*lingkari yang sesuai) Usia

C. PETUNJUK PENGISIAN Di bagian ini, Anda akan diberikan beberapa pernyataan yang berkaitan dengan pembelajaran Bahasa Inggris di kelas. Bacalah setiap pernyataan dan pilih jawaban yang paling sesuai menurut Anda dengan memberi tanda centang (√) pada kolom pilihan jawaban! 1. Tujuan saya belajar bahasa Inggris: Sangat Setuju Tidak Sangat setuju setuju tidak setuju 4 3 2 1 a. Dapat lulus UN b. Mengikuti perlombaan bahasa Inggris c. Melanjutkan study ke luar negeri d. Dapat membaca dan menulis dalam Bahasa Inggris dengan baik e. Dapat berbicara dengan Bahasa Inggris dengan lancar f. Lainnya, sebutkan ______

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2. Tujuan saya dalam pembelajaran membaca (reading) Sangat Setuju Tidak Sangat dalam Bahasa Inggris: setuju setuju tidak setuju 4 3 2 1 a. Menemukan gagasan/ide pokok dari teks b. Menambah kosakata c. Meningkakan pengetahuan tata bahasa (grammar) d. Melatih pengucapan (pronunciation) e. Memahami dan mengidentifikasi jenis-jenis teks f. Dapat memahami makna ungkapan dari sebuah teks g. Dapat merespon pertanyaan setelah membaca teks h. Dapat membaca secara kritis dan menilai kebenaran dari sebuah informasi tekstual i. Mengungkapkan perasaan dan emosi setelah membaca teks. j. Lainnya, sebutkan ______

3. Tingkat pemahaman saya dalam membaca teks Sangat Setuju Tidak Sangat Bahasa Inggris saat ini: setuju setuju tidak setuju 4 3 2 1 a. Dapat menguasai banyak kosakata b. Dapat menguasai tata bahasa (grammar) c. Dapat membaca dan memahami makna bacaan dengan tepat d. Dapat merespon pertanyaan terkait teks dengan tepat e. Dapat membaca secara kritis dan menilai kebenaran dari sebuah informasi tekstual f. Lainnya, sebutkan ______

4. Materi pembelajaran bahasa Inggris yang saya Sangat Setuju Tidak Sangat inginkan khususnya membaca (reading): setuju setuju tidak setuju 4 3 2 1 a. Materi yang dilengkapi dengan daftar kosakata b. Materi yang dilengkapi dengan ilustrasi gambar c. Materi yang terkait dengan isu dan permasalahan dalam kehidupan sehari-hari d. Materi yang dapat meningkatkan kemampuan berfikir kritis dan kreatif e. Materi yang terkait dengan nilai-nilai budaya asing, nusantara, dan Yogyakarta f. Lainnya, sebutkan ______

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5. Panjang teks yang saya inginkan dalam pembelajaran Sangat Setuju Tidak Sangat membaca (reading): setuju setuju tidak setuju 4 3 2 1 a. 100 – 200 kata b. 200 – 300 kata c. 300 – 400 kata d. 400 – 500 kata e. Lebih dari 500 kata f. Lainnya, sebutkan ______

6. Jumlah kosakata baru yang sebaiknya diperkenalkan Sangat Setuju Tidak Sangat dalam setiap teks: setuju setuju tidak setuju 4 3 2 1 a. 10 – 20 kata b. 20 – 30 kata c. 30 – 40 kata d. 40 – 50 kata e. Lebih dari 50 kata f. Lainnya, sebutkan ______

7. Kegiatan pembelajaran yang saya inginkan saat Sangat Setuju Tidak Sangat pembelajaran membaca (reading): setuju setuju tidak setuju 4 3 2 1 a. Dapat menentukan arti kosakata tertentu dalam teks b. Dapat merespon pertanyaan setelah membaca teks c. Dapat mencari sinonim yang sesuai dengan konteks bacaan d. Dapat mengidentifikasi topik dan ide pokok dari sebuah teks e. Dapat mengidentifikasi fungsi, struktur, dan unsur kebahasaan dari sebuah teks f. Dapat memilih kalimat yang paling sesuai dengan gambar g. Dapat melengkapi teks yang belum lengkap berdasarkan bacaan yang telah dibaca sebelumnya h. Dapat menemukan dan memperbaiki kosakata yang salah yang tidak sesuai dengan konteks bacaan i. Dapat menyusun paragraf acak menjadi paragraf yang padu j. Membaca teks kemudian merangkum isi teks dengan kata-kata sendiri k. Dapat mendiskusikan nilai yang dapat diambil dari teks l. Dapat membaca secara kritis dan menilai kebenaran dari sebuah informasi tekstual m. Menggambarkan dan mengungkapkan perasaan dan emosi setelah membaca sebuah teks n. Lainnya, sebutkan ______

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8. Metode belajar/mengerjakan tugas yang saya sukai: Sangat Setuju Tidak Sangat setuju setuju tidak setuju 4 3 2 1 a. Individu b. Berpasangan c. Kelompok kecil (3-5 orang) d. Kelompok besar (lebih dari 5 orang) e. Secara klasikal (bersama-sama dalam satu kelas) f. Lainnya, sebutkan ______

9. Dengan adanya unsur budaya [...] dapat lebih Sangat Setuju Tidak Sangat membantu saya dalam memahami isi bacaan yang setuju setuju tidak setuju disajikan: 4 3 2 1 a. Asing b. Nustantara c. Lokal/Yogyakarta

10. Topik teks yang saya inginkan dalam materi Sangat Setuju Tidak Sangat pembelajaran bahasa Inggris: setuju setuju tidak setuju 4 3 2 1 a. Kesenian di negara asing, nusantara, dan Yogyakarta b. Tempat bersejarah di negara asing, nusantara, dan Yogyakarta c. Cerita rakyat di negara asing, nusantara, dan Yogyakarta d. Makanan khas di negara asing, nusantara, dan Yogyakarta e. Public figure di negara asing, nusantara, dan Yogyakarta f. Sejarah dunia, nusantara, dan Yogyakarta g. Perilaku masyarakat di negara asing, nusantara, dan Yogyakarta h. Adat istiadat masyrakat di negara asing, nunsantara, dan Yogyakarta i. Lainnya, sebutkan ______

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11. Manfaat mengetahui budaya asing: Sangat Setuju Tidak Sangat setuju setuju tidak setuju 4 3 2 1 a. Dapat memahami berbagai macam budaya asing b. Dapat menghargai budaya asing c. Dapat meniru tingkah laku orang luar negeri d. Dapat beradaptasi dan bergaul di dunia internasional e. Dapat menghindari culture shock ketika melanjutkan pendidikan di luar negeri f. Dapat bersikap toleran dengan budaya asing g. Dapat lebih menghargai kearifan lokal h. Lainnya, sebutkan ______

12. Manfaat mengetahui budaya nusantara: Sangat Setuju Tidak Sangat setuju setuju tidak setuju 4 3 2 1 a. Dapat memahami keanekaragaman budaya yang ada di Indonesia b. Dapat melestarikan keanekaragaman budaya yang ada di Indonesia c. Dapat menghargai perbedaan kebudayaan di berbagai daerah di Indonesia d. Dapat meningkatkan rasa cinta tanah air e. Dapat memelihara budaya nusantara agar tidak diakui oleh negara lain f. Lainnya, sebutkan ______

13. Manfaat mengetahui budaya lokal (Yogyakarta): Sangat Setuju Tidak Sangat setuju setuju tidak setuju 4 3 2 1 g. Dapat memahami kearifan lokal masyarakat Yogyakarta h. Dapat melestarikan kearifan lokal masyarakat Yogyakarta i. Dapat memperkaya kebudayaan nusantara j. Dapat merasa memiliki kebudayaan yang lebih unggul dibanding daerah lain k. Dapat memperkenalkan budaya dan kesenian Yogyakarta kepada daerah/negara lain l. Dapat menarik lebih banyak wisatawan untuk melihat dan menikmati budaya dan kesenian Yogayakarta m. Lainnya, sebutkan ______

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14. Peran yang saya inginkan dalam proses Sangat Setuju Tidak Sangat pembelajaran: setuju setuju tidak setuju 4 3 2 1 e. Mendengarkan penjelasan guru saja f. Mendengarkan penjelasan guru dan mengerjakan tugas yang diberikan g. Berpartisipasi aktif dalam kegiatan pembelajaran h. Memberikan saran dan kritik pada guru i. Lainnya, sebutkan ______

15. Peran guru yang saya harapkan dalam proses Sangat Setuju Tidak Sangat pembelajaran: setuju setuju tidak setuju 4 3 2 1 e. Sebagai sumber informasi dan memberikan contoh sebelum memberikan tugas f. Mengontrol seluruh aktivitas dalam kelas g. Mempimpin dan mengarahkan proses pembelajaran tetapi siswa sekaligus berpartisipasi secara aktif h. Memberi feedback setelah siswa mengerjakan tugas i. Lainnya, sebutkan ______

Terima Kasih

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B. The Result of Need Analysis Questionnaire

No Item Option Grade X Total % Social 1 Social 2 1 The goals of a. Pass the national examination SA 16 15 31 56,36 learning A 11 13 24 43,64 English D 0 0 0 0,00 SD 0 0 0 0,00 b. To be the winner in English SA 4 5 9 16,36 competition A 12 11 23 41,82 D 7 8 15 27,27 SD 4 4 8 14,55 c. To continue study SA 6 3 9 16,36 A 12 14 26 47,27 D 6 6 12 21,82 SD 3 5 8 14,55 d. To read and write in English well SA 8 7 15 27,27 A 15 17 32 58,18 D 1 2 3 5,45 SD 3 2 5 9,09 e. To communicate in English SA 9 12 21 38,18 A 16 15 31 56,36 D 2 1 3 5,45 SD 0 0 0 0,00 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 2 The necessities a. Finding the main idea of the text SA 2 4 6 10,91 in reading A 16 14 30 54,55 English texts D 5 4 9 16,36 SD 4 6 10 18,18 b. Improving vocabulary mastery SA 21 24 45 81,82 A 6 4 10 18,18 D 0 0 0 0,00 SD 0 0 0 0,00 c. Improving the knowledge about SA 7 8 15 27,27 grammar A 14 15 29 52,73 D 5 3 8 14,55 SD 1 2 3 5,45 d. Reading aloud to drill SA 5 6 11 20,00 pronunciation A 18 20 38 69,09 D 4 2 6 10,91 SD 0 0 0 0,00 e. Recognizing the genre of the text SA 7 9 16 29,09 A 13 14 27 49,09 D 4 4 8 14,55 SD 3 1 4 7,27 f. Understanding the content and SA 14 16 30 54,55 meaning of the text A 13 12 25 45,45 D 0 0 0 0,00 SD 0 0 0 0,00 SA 15 14 29 52,73

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g. Responding questions related to A 11 13 24 43,64 the text D 1 1 2 3,64 SD 0 0 0 0,00 h. Reading the text critically and SA 8 7 15 27,27 evaluate the truth value from the A 11 13 24 43,64 textual information D 5 6 11 20,00 SD 3 2 5 9,09 i. Describing and expressing feeling SA 3 5 8 14,55 and emotion after reading a text A 13 11 24 43,64 D 6 6 12 21,82 SD 5 6 11 20,00 j. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 3 Current a. Know a lot of vocabularies SA 3 4 7 12,73 understanding A 16 15 31 56,36 in reading D 5 7 12 21,82 English text SD 3 2 5 9,09 b. Understand the English grammar SA 2 4 6 10,91 well A 2 3 5 9, 09 D 17 16 33 60,00 SD 5 5 10 18,18 c. Able to read text appropriately SA 2 5 7 12,73 and understand the content of A 16 14 30 54,55 the whole text D 5 4 9 16,36 SD 4 5 9 16,36 d. Able to respond to questions SA 7 6 13 23,64 related to the text well A 15 17 32 58,18 D 4 3 7 12,73 SD 1 2 3 5,45 e. Able to read text critically and SA 8 6 14 25,45 evaluate the truth value from the A 1 3 4 7, 27 textual information D 12 11 23 41,82 SD 6 8 14 25,45 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 4 Preferred a. Materials completed with a list SA 5 2 7 12,72 materials for of vocabulary A 22 26 48 87,27 reading D 0 0 0 0,00 SD 0 0 0 0,00 b. Materials completed with SA 9 5 14 25,45 pictures A 18 23 41 74,54 D 0 0 0 0,00 SD 0 0 0 0,00 c. Materials related to daily life SA 7 8 15 27,27 issues A 14 13 27 49,09 D 5 5 10 18,18 SD 1 2 3 5,45 d. Materials that encourage SA 5 9 14 25,45 creative and critical thinking A 21 16 37 67,27

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D 1 3 4 7,27 SD 0 0 0 0 e. Materials related to global, SA 7 5 12 21,81 national, and Yogyakarta A 17 13 30 54,54 cultural values D 2 8 10 18,18 SD 1 2 3 5,45 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 5 Preferred a. 100 – 200 words SA 6 6 12 21,82 length of the A 13 11 24 43,64 text D 7 8 15 27,27 SD 1 3 4 7,27 b. 200 – 300 words SA 6 8 14 25,45 A 15 16 31 56,36 D 3 3 6 10,91 SD 3 1 4 7,27 c. 300 – 400 words SA 9 11 20 36,36 A 17 16 33 60,00 D 1 1 2 3,64 SD 0 0 0 0,00 d. 400 – 500 words SA 7 11 18 32,73 A 16 9 25 45,45 D 3 4 7 12,73 SD 0 4 4 7,27 e. More than 500 words SA 3 9 12 21,82 A 10 9 19 34,55 D 6 6 12 21,82 SD 8 4 12 21,82 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 6 Preferred new a. 10 – 20 words SA 5 6 11 20,00 vocabularies A 13 14 27 49,09 introduced in D 5 6 11 20,00 the text SD 4 2 6 10,91 b. 20 – 30 words SA 13 15 28 50,91 A 14 12 26 47,27 D 0 1 1 1,82 SD 0 0 0 0,00 c. 30 – 40 words SA 9 6 15 27,27 A 14 21 35 63,63 D 4 1 5 9,09 SD 0 0 0 0 d. 40 – 50 words SA 6 7 13 23,64 A 12 14 26 47,27 D 5 5 10 18,18 SD 4 1 5 9,09 e. More than 50 words SA 2 11 13 23,64 A 4 3 7 12,73 D 14 9 23 41,82

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SD 7 5 12 21,82 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 7 Preferred a. Finding meaning of certain SA 6 7 13 23,63 reading vocabularies in the text A 16 16 32 58,18 activities D 3 2 5 9,09 SD 2 3 5 9,09 b. Responding question related to SA 11 10 21 38,18 the text A 14 13 27 49,09 D 1 0 1 1,82 SD 1 5 6 10,91 c. Finding synonym of certain words SA 10 11 21 38,18 based on context of the text A 12 14 26 47,27 D 4 3 7 12,73 SD 1 0 1 1,82 d. Finding the topics and main idea SA 8 12 20 36,36 of the text A 13 14 27 49,09 D 4 2 6 10,91 SD 2 0 2 3,64 e. Identifying function, structure, SA 10 11 21 38,18 and language feature of the text A 14 16 30 54,55 D 2 0 2 3,64 SD 1 1 2 3,64 f. Selecting the best sentence SA 11 13 24 43,64 representing the pictures A 15 14 29 52,73 D 1 1 2 3,64 SD 0 0 0 0,00 g. Completing the incomplete text SA 6 12 18 32,73 A 13 14 27 49,09 D 5 1 6 10,91 SD 3 1 4 7,27 h. Finding and correcting incorrect SA 14 15 29 52,73 words/phrase in the text A 13 11 24 43, 64 D 0 2 2 3,64 SD 0 0 0 0,00 i. Arranging jumbled paragraph SA 6 7 13 23,64 A 13 8 21 38,18 D 3 9 12 21,82 SD 5 4 9 16,36 j. Reading the text and writing a SA 5 8 13 23,64 summary about the text with own A 14 10 24 43,64 words D 6 6 12 21,82 SD 2 4 6 10,91 k. Discussing the values learnt from SA 5 7 12 21,82 the text A 14 14 28 50,90 D 3 4 7 12,73 SD 5 3 8 14,54 l. Reading the text critically and SA 4 6 10 18,18 evaluate the truth value from the A 13 9 22 40,00 textual information D 5 11 16 29,09

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SD 5 2 7 12,73 m. Describing and expressing SA 14 8 22 40,00 feeling and emotion after reading A 9 7 16 29,09 a text D 3 8 11 20,00 SD 1 5 6 10,91 n. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 8 Preferred a. Individually SA 3 6 9 16,36 learning mode A 17 20 37 67,27 D 4 2 6 10,91 SD 3 0 3 5,45 b. In pairs SA 9 6 15 27,27 A 18 21 39 70,90 D 0 0 0 0,00 SD 0 0 0 0,00 c. In small groups (3-5 students) SA 9 17 26 47,27 A 15 9 24 43,64 D 2 2 4 7,27 SD 1 0 1 1,82 d. In large groups (more than 5 SA 5 8 13 23,64 students) A 11 7 18 32,73 D 6 9 15 27,27 SD 5 4 9 16,36 e. In classical (together in one class) SA 8 6 14 25,45 A 13 4 17 30,91 D 4 14 18 32,73 SD 2 4 6 10,91 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 9 The a. International culture SA 2 3 5 9,09 intercultural A 18 17 35 63,63 insertion to D 5 6 11 20,00 help SD 2 2 4 7,27 understanding b. National culture SA 7 7 14 25,45 the content of A 18 21 39 70,90 the text D 1 0 1 1,82 SD 1 0 1 1,82 c. Yogyakarta culture SA 4 9 13 23,63 A 20 16 36 65,45 D 3 2 5 9,09 SD 0 1 1 1,82 10 The preferred a. Arts in international, national, and SA 5 6 11 20,00 topics of Yogyakarta setting A 12 10 22 40,00 English D 4 4 8 14,55 learning SD 6 4 10 18,18 b. Historical places in international, SA 12 10 22 40,00 national, and Yogyakarta setting A 14 17 31 56,36 D 1 1 2 3,64 SD 0 0 0 0,00

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c. Folklore in international, national, SA 4 4 8 14,54 and Yogyakarta setting A 23 21 43 78,18 D 0 3 3 5,45 SD 0 0 2 3,63 d. Foods in international, national, SA 8 7 15 27,27 and Yogyakarta setting A 11 10 21 38,18 D 6 6 12 21,82 SD 1 5 6 10,91 e. Public figure in international, SA 12 10 22 40,00 national, and Yogyakarta setting A 14 12 26 47, 27 D 0 5 5 9,09 SD 1 1 2 3,64 f. History in international, national, SA 10 14 24 43,64 and Yogyakarta setting A 13 12 25 45,45 D 3 2 5 9,09 SD 1 0 1 1,82 g. Community behavior in SA 7 11 18 32,73 international, national, and A 12 13 25 45,45 Yogyakarta setting D 3 3 6 10,91 SD 5 1 6 10,91 h. Customs in international, national, SA 13 14 27 49,09 and Yogyakarta setting A 12 10 22 40,00 D 0 3 3 5,45 SD 2 1 3 5,45 i. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 11 The importance a. Understanding various SA 8 7 15 27,27 of knowing international culture A 15 18 33 60,00 international D 2 2 4 7,27 culture SD 2 1 3 5,45 b. Appreciating international culture SA 4 10 14 25,45 A 14 17 31 56,36 D 4 3 7 12,73 SD 5 2 7 12,73 c. Imitating foreigners’ behaviour SA 0 1 1 1,82 A 3 4 7 12,73 D 8 10 18 32,73 SD 16 13 29 52,73 d. Getting along in international SA 9 10 19 34,55 setting A 11 11 22 40,00 D 4 5 9 16,36 SD 3 2 5 9,09 e. Avoiding culture shock when SA 6 5 11 20,00 visiting abroad or continuing A 19 20 39 70,90 study abroad D 1 3 4 7,27 SD 1 0 1 1,82 f. Being tolerant of international SA 6 8 14 25,45 culture A 13 8 21 38,18 D 5 9 14 25,45 SD 3 3 6 10,91 g. More appreciating local wisdom SA 9 11 20 36,36

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A 17 16 33 60,00 D 1 1 2 3,64 SD 0 0 0 0,00 h. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 12 The importance a. Understanding various culture in SA 11 13 14 25,45 of knowing Indonesia A 20 19 39 70,90 Indonesian D 1 2 3 5,45 culture SD 1 0 1 1,82 b. Preserving national culture SA 8 9 17 30,90 A 15 17 32 58,18 D 1 1 2 3,64 SD 3 1 4 7,27 c. Respecting cultural differences SA 4 5 11 20,00 among regions in Indonesia A 20 21 41 74,54 D 3 0 3 5,45 SD 0 2 2 3,64 d. Improving nationalism SA 8 10 18 32,72 A 18 18 36 65,45 D 1 0 1 1,82 SD 0 0 0 0,00 e. Preserving national culture to SA 8 9 17 30,90 avoid being claimed by another A 17 18 35 63,63 country D 1 1 2 3,64 SD 1 0 1 1,82 f. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 13 The importance a. Understanding local wisdom in SA 3 4 7 12,72 of knowing Yogyakarta A 18 15 33 60,00 Yogyakarta D 3 5 8 14,55 culture SD 3 4 7 12,73 b. Preserving local wisdom in SA 2 4 6 10,90 Yogyakarta A 23 20 43 78,18 D 1 5 6 10,91 SD 1 3 4 7,27 c. Enriching national culture SA 3 6 9 16,36 A 16 13 29 52,72 D 5 7 12 21,82 SD 3 2 5 9,09 d. Feeling superior comparing to SA 0 1 1 1,82 other regions’ culture A 2 1 3 5,45 D 6 5 11 20,00 SD 19 21 40 72,72 e. Introducing Yogyakarta culture to SA 7 7 14 25,45 other regions/countries A 18 16 34 61,81 D 1 4 5 9,09 SD 1 1 2 3,64 SA 7 12 19 34,55 A 13 9 22 40,00

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f. Attracting more foreigners to visit D 4 6 10 18,18 and enjoy Yogyakarta culture and SD 3 1 arts 4 7,27 g. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 14 The students’ a. Just listen to the teacher’s SA 4 6 10 18,18 role in learning explanation A 5 6 11 20,00 reading D 9 10 19 34,55 SD 9 6 15 27,27 b. Listen to the teacher’s SA 7 11 18 50,91 explanation and doing the task A 18 16 34 61,81 given D 2 1 3 5,45 SD 0 0 0 0,00 c. Participate in the reading SA 5 9 14 27,27 activities actively A 20 18 38 69,09 D 1 1 2 3,64 SD 1 0 1 1,82 d. Giving suggestion and critic to SA 1 2 3 5,45 the teacher A 2 2 4 7,27 D 9 11 20 36,36 SD 15 13 28 50,91 e. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0 0,00 15 The teacher a. The teacher is a source of SA 8 6 14 27,27 role in teaching information, gives example how A 19 22 41 74,54 reading to do the task D 0 0 0 0,00 SD 0 0 0 0,00 b. The teacher controls all the SA 9 8 17 30,91 teaching and learning activities A 8 7 15 27,27 D 5 9 14 25,45 SD 5 4 9 32,72 c. The teacher leads the teaching and SA 7 11 18 50,91 learning process and students A 19 16 35 63,63 actively participate in the process D 1 1 2 3,64 SD 0 0 0 0,00 d. The teacher gives feedback after SA 10 11 21 38,18 students do the task A 13 15 28 50,91 D 2 2 4 7,27 SD 2 0 2 3,64 e. Others SA 0 0 0 0,00 A 0 0 0 0,00 D 0 0 0 0,00 SD 0 0 0,00

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C. INTERVIEW GUIDELINE AND TRANSCRIPT

The interview guideline for the need analysis

1. What textbooks do you use in teaching English? 2. Are you satisfied with the materials in the textbook? Does it facilitate the students in learning English? 3. To overcome the lack of the materials, do you provide the topics or create the text and activities by your own? 4. What do you think about the students’ ability in reading? 5. Related to the classroom arrangement in completing the task, what do the students prefer? 6. Are the students active in learning activity? 7. How do you utilize technology in teaching and learning process? 8. What do you think about my plan to develop reading materials with the insertion of intercultural values?

The interview transcript Researcher : What textbooks do you use in teaching English? Teacher : I use ‘Bahasa Inggris’ issued by Ministry of Education and Culture in 2016 and it is designed based on Curriculum 2013. The books are available in the school library and the students can borrow it to be used during the English subject only as the number is limited. Researcher : So, this school has applied the Curriculum 2013? Teacher : Yes, we did. Researcher : In addition to that textbook, do you use any other books? Teacher : Yes, I used LKS (Lembar Kerja Siswa) but I frequently used the LKS as each student has it so that the students can open and learn from the LKS in their home or anytime. Researcher : Are you satisfied with the materials in the textbooks? Do they facilitate the students in learning English? Teacher : I think the textbook issued by the Ministry of education is good as it is arranged based on the curriculum 2013. In addition, it has varied learning activities. However, some topics in the materials are unfamiliar. The students do not have any background knowledge related to the topic. I think it will be easier for the students to understand the materials if the topic is familiar. Furthermore, I am a bit disappointed with the pictures in the textbook, some were unclear. Researcher : How do you overcome the lack of the materials? Do you create your own materials? Teacher : I have designed supplementary materials to provide more input and activities for students to practice speaking. I have an intention to design materials for other skills but I have limited time now as in addition to teaching, I have a functional position in school and attending a master program.

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Researcher : In your opinion, what additional materials are most needed by students? Teacher : For speaking, I think it’s enough as I create my own too. However, some students claimed that they had difficulty in comprehending the text I think the language used is high. It will be better if we have additional materials focusing on reading to enrich students’ knowledge but the topics must be familiar and the language used is not too high. Researcher : What do you think about the students’ ability in reading? Teacher : I think, it needs to be improved as many of them have difficulty in comprehending the texts and make inferences because of because of their limited background knowledge, unfamiliar topics, and low vocabulary mastery. However, some students are able to recall facts or respond factual questions from the text. Researcher : Related to the classroom arrangement in completing the task, what do the students prefer? Teacher : They prefer to do the task in small groups or in pairs rather than to do it individually. Researcher : Are the students active in learning activities? Teacher : Yes, they participate actively in learning activities especially when I ask them to work in groups, they will work together and support each other to complete the tasks. Researcher : How do you utilize technology in teaching and learning process? Teacher : Each classroom is equipped with a computer and LCD projector. So, sometimes I used it for presenting videos when I teach speaking. It really helps me to teach certain expressions in speaking. For reading I have ever showed texts on LCD projector and ask the students to read. Then, I asked them to summarize the main points of the text. Researcher : Are the students more motivated in learning process when you use LCD projector? Teacher : Yes, they look more enthusiastic. Even, we have a WhatsApp group. Sometimes I send the assignments or homework through the group and ask them to send their works to the group or directly to my number. Each student has a smartphone and it really helps. Researcher : What do you think about my plan to develop reading materials with the insertion of intercultural values? Teacher : So you will design materials containing culture and values from target country and from students’ own culture? I think it will be very useful to support the students in learning English and enrich their knowledge. You can focus on target culture as input and local culture for production so that the students can use their background knowledge as they are already familiar with the topics and experienced the culture. Researcher : Thank you very much for the suggestion, I will take it into consideration.

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APPENDIX 2

Course Grid School : SMA N 6 Yogyakarta Subject : English Class : X Social

Core Competence: 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingintahunya 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 kaidah keilmuan.

Basic Competence: 3.4 Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks deskriptif lisan dan tulis tentang orang, tempat wisata, dan bangunan bersejarah terkenal. 4.6 Menangkap makna dalam teks deskriptif lisan dan tulis. 4.5 Menyusun teks deskriptif lisan dan tulis tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Unit Learning objectives Values Input Language Focus Learning Activities 1 Students are able to: Perseverance Written descriptive Grammar: Let’s start: - identify the meaning of Respect text about historical - Simple present tense  Students work in pairs to observe the provided the words in a Tolerance places - Adjectives and pictures. descriptive text Independence adverbs  Students answer the questions related to the pictures. - find specific Discipline The explanation information in a Curiosity about language Vocabulary: Let’s read: descriptive text Communicative features and generic Frequently used words  Students find the meaning of provided words. - identify the suitable structure of in describing places  Students pronounce the provided words guided by the words to complete a descriptive text like bright, beautiful, teachers. descriptive text  Students read aloud a short descriptive text.

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- identify the social The explanation of crowded, ancient,  Students answer the questions regarding the text. function and generic adjectives modern, etc.  Students read and encouraged to read an explanation structure of a about descriptive text covering the definition, social descriptive text The explanation of function, generic structure and language features. - identify the language present tense  Students match the provided words with their features used in a meaning. descriptive text Public places  Students answer true/false questions. - arrange jumbled etiquettes in the  Students are provided with short descriptive text and paragraphs into the United Kingdom read it attentively. Furthermore, they have to identify appropriate text the pointers of generic structure of descriptive text - discuss their personal embedded in the text. opinion related to the  Students learn the explanation about adjectives for public place’s describing places. etiquettes  Students chose suitable adjectives for describing the provided pictures and write a simple description of the pictures.  Students read explanation about present tense and complete a text with appropriate tense.  Students answer questions related to the text.  Students arrange jumbled paragraphs. Let’s learn more:  Students read the cultural fact about the UK.  The students are asked to find other historical places especially in Yogyakarta and make a summary about the places.  Students are provided with public places etiquettes in the UK and then they are required to find similarities or differences with Yogyakarta’s. 2 Students are able to: Social care Written descriptive Grammar: Let’s start: - Observe the provided Caring text about people Passive Forms  Students are provided with some pictures and observes pictures and make a Nationalism them. simple description Patience The explanation Vocabulary:  Students write a phrase or sentence about the people in Responsibility about language the pictures.

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about the people in the Independence features and generic Frequently used words pictures. structure of in describing people Let’s read: - find the topic and main descriptive text like beautiful, curly,  Students find the meaning and synonym of the ideas in a descriptive tall, pretty, inspiring, provided words. text The explanation of etc.  Students read the descriptive text and the teacher - find specific Passive Forms guides them. information in a  Students find and learn the adjectives for describing descriptive text people in the text. - arrange jumbled  Students answer the questions related to the text. paragraphs and analyse  Students observe the generic structure of a descriptive the generic structure of text. a descriptive text  Students learn explanation about finding the main idea - answer questions that and topic of the text. cover key details in a  Students work individually to determine whether the descriptive text statements are false or true - identify the language  Students complete the crossword. features used in a  Students guess the meaning of the words based on the descriptive text context and then create a sentence for each word. - write their own  Students learn the explanation about Passive Forms descriptive text and complete the activity that follows. - express their personal

opinion related to the Let’s learn more: values learnt from the descriptive text  Students are provided with information about cultural fact in the US and they have to read and discuss the content and the values inherent in the text.  Students work in pairs to write a simple descriptive text based on the provided pictures.  Students work individually to write a descriptive text about their favourite public figures.

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Basic Competence: 3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks recount lisan dan tulis, sederhana, tentang pengalaman/kegiatan/ kejadian/peristiwa. 4.8 Menangkap makna dalam teks recount lisan dan tulis. 4.7 Menyusun teks recount lisan dan tulis berbentuk laporan kerja dan uraian peristiwa bersejarah, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Unit Learning objectives Values Input Language Focus Learning Activities 3 Students are able to: Politeness Written recount text Grammar Let’s start: - guess the meaning of Curiosity about visiting tourist Simple past tense  Students observed some pictures. the words based on Citizenship attractions  They are required to match the pictures the text. Nationalism with the correct title and answer the - complete a recount Independence The explanation Vocabulary questions that follow. with the correct Fondness for about social function Frequently used words verbs reading and generic structure for retelling Let’s read - identify the social of recount text experiences of visiting  Students find the meaning and synonym function and generic tourist attraction. of the provided words based on the structure of a context. recount text The explanation of  Students are provided with short - identify the language past tense recount text and read it attentively. features used in a  Students answer the questions related to recount text the text. - find specific  Students are encouraged to read an information in a explanation about recount text covering recount text

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- Students are able to the definition, social function, generic discuss their structure. personal opinion  Students read and learn about language related to the values features used in the recount text (simple learnt from the past tense). recount text  Students complete the table with the correct simple past tense.  Students read a short recount text attentively and answer the comprehension questions.  Students answer true false questions as well as the position where they find the answer within the text.  Students arrange the jumbled paragraphs into a good recount text. Let’s review:  Students read the cultural fact about Yogyakarta.  Students find information about tourist attractions in Yogyakarta and summarize what one could do and could not do in that place. 4 Students are able to: Honesty Written recount text Grammar Let’s start: - find the suitable Friendliness about meeting Time connectives  Students observed some pictures. topic and main ideas Democracy famous public  They are required to answer the of a recount text Trustworthiness figures questions that follow. - find specific Justice Vocabulary information in a Frequently used words Let’s read recount text The explanation of for retelling action verbs and

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- arrange the jumbled chronological experiences of meeting  Students find the meaning and synonym paragraphs connection famous public figures. of the provided words based on the - analyse the generic context. structure of a The explanation of  Students are provided with short recount text past tense recount text and read it attentively. - identify the language  Students answer the questions related to features used in a the text. recount text  Students are encouraged to read an - write their own explanation about recount text and recount text identify the generic structure. - express their  Students read and learn about time personal opinion connectives. related to the values  Students complete the table with the learnt from the correct simple past tense. recount text  Students read a short recount text and answer true false questions.  Students identify the main idea and topic of the text.  Students arrange the jumbled paragraphs into a good recount text. Let’s learn more:  Students read the cultural fact about Indonesia.  Students are required to write an imaginative recount text based on the provided picture.  Students are required to complete the individual writing project.

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Unit Learning objectives Values Input Language Focus Learning Activities 5 Students are able to Justice Written narrative text Grammar Let’s start: - identify the meaning Curiosity about folktales Simple past tense, past  Students work in pairs to observe the pictures. and synonym of the Trustworthiness continuous tense, and past  Students guess about the title of the picture. words in a narrative Respect The explanation of perfect tense  Students complete the crossword puzzle. text Honesty narrative text - find specific Democracy Vocabulary Let’s read: information in a The explanation of Frequently used words in  Students match the words in the table with their narrative text simple past tense, past folktales like one day, meaning based on the context. - correct the incorrect continuous tense, and once upon a time, etc.  Students read the narrative text attentively and verb used in a narrative past perfect tense answer the questions. text  Students learn the explanation of narrative texts - identify the social covering the definition, social function, generic function and generic structure and language features. structure of a narrative  Students read explanation about past tense and text complete the following text with the correct verb - identify the language forms. features used in a  Students work in pairs to identify the generic narrative text structure of the text. discuss their personal -  Students work individually to determine whether opinion related to the the statements are false or true values learnt from

narrative text Let’s learn more:

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 Students read the cultural fact about folktales in the UK and US.  Students are required to write endings in their own version for the provided text.  Students discuss values that can be learned from the text. 6 Students are able to: Respect Written narrative text Grammar Let’s start: - arrange the pictures Patience about folktales Passive voice  Students work in pairs to observe a series of into the correct order Caring pictures. based on the video. Responsibility The explanation of Vocabulary  Students arranged the jumbled pictures into the - find specific Communal work narrative text Frequently used words in correct order. information in a folktales like one day,  Students discuss the content of the pictures based narrative text The explanation of once upon a time, etc. on the correct order. - arrange the jumbled active and passive paragraphs voice Let’s read: - identify the generic  Students match the meaning of the words based structure of a narrative on the context. text  Students read the narrative text and then answer - write their personal the questions. opinion related to the  Students learn about passive and active voice and values learnt from the complete the activity that follow. narrative text  Students work in groups of two to read the narrative text and discuss the content.  Students work individually to determine whether the statements are false or true.  Students read the text and answer the comprehension questions.  Students find the similarities and differences of between texts in this unit.

Let’s learn more:  Students read the cultural fact about Yogyakarta folktales.

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 Students find other folktales from the UK and US and make a simple summary based on the provided questions.  Students express their opinion about the values learnt from the folktales.  Students work in groups of four to choose one of the folktales in the unit and make a simple scenario to perform.

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APPENDIX 3

The Developed Materials

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Reading: A Window to the World ENGLISH SUPPLEMENTARY READING MATERIALS FOR GRADE X STUDENTS OF SENIOR HIGH SCHOOLS IN YOGYAKARTA Based on Curriculum 2013

Author: Prof. Sugirin, MA., Ph.D. Ragil Safitri, S.Pd

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL - YOGYAKARTA STATE UNIVERSITY 2020

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PREFACE This book is a set of English supplementary reading materials for grade X students of senior high schools in Yogyakarta. It is developed to stimulate the students’ interest in reading and to enrich their knowledge of the language as well as the culture. This book provides materials ranging from international, target, and local culture in each unit. The intercultural values are inherent in the materials and activities presented in the book. By involving Yogyakarta cultural themes, the students are expected to be motivated and easily understand the content and values inherent in the text as they are related to their daily life. Further, they can develop and strengthen the values they already have. Meanwhile, the insertion of the target and international values aims to give new insight and enrich their knowledge. Thus, they will be able to preserve their own culture and appreciate other cultures. This book consists of six units and each unit has several components, namely Let’s Start, Let’s Read, Let’s Learn More, Cultural Fact, Reflection, Intercultural Values, Summary, and Glossary. In Let’s Start, the students have a schema building which builds their understanding about the topic of the unit. In Let’s Read, the students do various activities and learn the generic structure of a text, its language features, and comprehension practice. Let’s Learn More is for post-reading activities where the students are expected to learn more about the topic of the unit. The Reflection shows how much the students have learned from the unit. The Cultural Fact provides information about English speakers’ culture and Yogyakarta culture. The next part, Intercultural Values consist of the values learned from each unit. A summary of the presented materials is in the summary section. The Glossary contains a list of vocabulary which helps the students to find the meaning of the words. In developing this book, the author considered the result of need analysis which was gained from a study conducted in Senior High School 1 Gamping, Yogyakata. However, this book is expected to be used by all grade X students of senior high schools in Yogyakarta or even in Central Java as the students from these two regions share a quite similar cultural background. Hopefully, this book can give a significant contribution to the English Language Teaching in Yogyakarta, especially for reading skill in senior high school level. The author will highly appreciate any constructive suggestions for improving this book.

Author

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TABLE OF CONTENTS

Cover ...... i Preface ...... ii Table of Contents ...... iii Scope and Sequence ...... iv List of Abbreviation ...... v Unit 1 Describing Historical Places ...... 1 Unit 2 Describing Famous People ...... 15 Unit 3 Exploring Tourist Attractions ...... 28 Unit 4 Meeting Famous Public Figures ...... 42 Unit 5 Reading Famous Folktales ...... 56 Unit 6 Exploring Famous Folktales ...... 71 References ...... 85 Appendix ……………………………………………………………………...... 87

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SCOPE AND SEQUENCE

UNIT OBJECTIVES READING UNIT 1 1. Understand the purpose, social function, Vocabulary: Describing Historical and generic structure of the descriptive Words used for describing Places text. places. Theme: historical places 2. Identify the language features of the descriptive text. Grammar: 3. Understand the describing words used in Simple Present Tense the descriptive text. Nouns and adjectives 4. Find and use other words for describing places. 5. Produce a simple descriptive text with appropriate pattern. 6. Learn the values inherent in the descriptive text. UNIT 2 1. Understand the general idea of the Vocabulary: Describing People descriptive text about people. Words used for describing Theme: famous public 2. Find out the main idea and topic of the people. figures descriptive text. 3. Identify the language features of the descriptive text. Grammar: 4. Analyze the detail information in the The passive voice of the descriptive text. present tense. 5. Write a simple descriptive text about people in the appropriate pattern. 6. Learn the values inherent in the descriptive texts. UNIT 3 1. Understand the purpose, the social Vocabulary: Exploring Tourist function, and the generic structure of a Words related to the theme in Attractions recount text. the texts. Theme: famous tourist 2. Analyze the language features of the attractions recount text. 3. Re-arrange the recount text into the Grammar: correct pattern. Simple Past Tense 4. Produce a simple recount text in the appropriate pattern. 5. Learn the values inherent in the recount texts. UNIT 4 1. Understand the general idea of the recount Vocabulary: Meeting Famous Public text. Words related to the theme in Figures 2. Find the detail information in the recount the text. Theme: experiences in text. meeting public figures 3. Identify the language features of the recount text. 4. Arrange jumbled paragraphs into the Grammar: correct order. Time connectives 5. Write their experiences in meeting a public figure. 6. Learn the values inherent in the recount texts. UNIT 5 1. Understand the purpose, social function, Vocabulary: Reading Famous Folktales and generic structure of the narrative text. Words related to the theme of Theme: Folktales 2. Understand the language features of the the text. narrative text. 3. Comprehend the content of the narrative Grammar: text. Simple Past Tense 4. Predict the ending of the narrative texts. Past Continuous Tense 5. Identify the moral values of the narrative Past Perfect Tense texts.

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UNIT 6 1. Find the detail information in the narrative Vocabulary: Exploring famous folktales text. Words related to the theme of 2. Analyze the structure and language the text. features of the narrative text. 3. Analyze the similarities and differences between the stories in the unit. Grammar: 4. Comprehend the content of the narrative Passive and Active Voices text. 5. Find and analyze other folktales from the target culture. 6. Create a scenario based on the stories presented in the unit. 7. Learn the values inherent in the narrative texts.

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LIST OF ABBREVIATION n : Noun (kata benda) v : Verb (kata kerja) adj : Adjective (kata sifat) adv : Adverb (kata keterangan)

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UNIT 1 (DESCRIBING HISTORICAL PLACES)

Let’s Start

Task 1: Look at the pictures below and answer the questions briefly.

Picture 1 Picture 2 Picture 3

Questions: 1. Are you familiar with the pictures above? 2. Could you mention the name and location of each picture above? 3. Which one have you ever visited? 4. If you have a chance to visit one of the places, which one do you prefer to visit? Give reasons. 5. Are there any other historical buildings in your area? If any, what are they?

Task 2: Use your Smartphones to scan the following codes, repeat the pronunciation of each word and find the Indonesian equivalent. The instruction on how to use the QR codes can be found in the Appendix.

Code 1 Code 2 Code 3 Code 4 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

Code 5 Code 6 Code 7 Code 8 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

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Let’s Read

Task 3: Now, read Text 1. Underline the famous collections of the museum.

Text 1 British Museum British Museum is one of the world’s famous museums of history and anthropology. It is located in the Bloomsbury area of London, United Kingdom. This museum has some collections from around the world ranging from Babylonian stonework and samurai armor to Chinese pottery and glass from the Roman Empire. This museum also has a number of Egyptian mummies. One of the most famous collections is the Rosetta Stone, a stone with writing on it in two languages (Egyptian and Greek). The British Museum divides its collections by themes and cultures, each of which is displayed in numbered rooms. The museum also offers a one-hour tour to observe the Parthenon Sculptures, the Egyptian mummies, the Rosetta Stone, the lion hunt reliefs, and other objects. As the entrance to the museum is free, the museum is often crowded with thousands of visitors from various countries who want to enjoy its interesting collections. Despite the great number of visitors, there is never a commotion as the visitors have to queue orderly to get to the entrance. However, there are admission charges for special exhibitions and visitors are recommended to donate £5 or Rp 80,000. Adapted from: https://www.triphistoric.com/historic-sites/british-museum

Task 4: Pay attention to the British Museum’s collections in text 1, match them with pictures 1- 6 below. Number 1 is done for you as an example.

1. The Rosetta Stone 2. 3.

4. 5. 6.

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Task 5: Work in pairs and answer the following questions by referring to Text 1.

1. What is the text about? 2. Where is the British Museum located? 3. What are the collections of the museum? 4. How does the museum divide its collection? 5. How much do visitors pay to enjoy the British Museum’s collection? 6. What do you think is the most interesting collection in the British Museum? 7. What do you think of the visitors’ attitude in queuing before entering the British Museum? 8. What can you learn from the text above?

Task 6: Work in groups of four and follow the instruction below.

Instruction:

1. Check out the following links: - https://www.ullensentalu.com/konten/1/0/beranda - http://www.indonesia-tourism.com/yogyakarta/sonobudoyo-museum.html 2. Read and write down information about the name of the museum, location, collections, ticket, and your opinion about the museum. 3. Send the note to your English teacher’s WhatsApp number to get the feedback.

Task 7: Text 1 is a descriptive text. Access the following links, then read and summarize the definition, generic structure, and language features of the descriptive text in the provided table. Then practice identifying the text below the table.

Links: 1. http://britishcourse.com/descriptive-text-definition-generic-structures-purposes-language- features.php 2. https://freeenglishcourse.info/what-is-descriptive-text/ 3. https://www.ef.co.id/englishfirst/englishstudy/descriptive-text-dalam-bahasa-inggris.aspx

DESCRIPTIVE TEXTS Definition A descriptive text is ….

Generic structure Identification:

Description:

Language features

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Identify the generic structure of the following text. a.______British Museum ______British Museum is one of the world’s famous museums of history and anthropology. It is located in the Bloomsbury area of London, United Kingdom. b.______This museum has some collections from around the world ranging from Babylonian ______stonework and samurai armor to pottery and glass from the Roman Empire. This museum also ______has a number of Egyptian mummies. One of the most famous collections is the Rosetta Stone, c.______a stone with writing on it in two languages (Egyptian and Greek). ______The British Museum divides its collections by themes and cultures, each of which is displayed in numbered rooms. The museum also offers a one-hour tour to observe the Parthenon d.______Sculptures, the Egyptian mummies, the Rosetta Stone, the lion hunt reliefs, and other famous ______objects. As the entrance to the Museum is free, the museum is often crowded with thousands of visitors from various countries who want to enjoy its interesting collections. Despite the great number of visitors, there is never a commotion as the visitors have to queue orderly to get to the e.______entrance. However, there are admission charges for special exhibitions and visitors are ______recommended to donate £5 or Rp 80,000. Task 8: Work in pairs and match the words with their Indonesian equivalent. Compare your work to your classmates’. Look at the example.

Word Indonesian attraction (n) raja, ratu, anggota kerajaan. carriage (n) tahta, singgasana event (n) istana palace (n) menarik royal (adj) kereta kencana throne (n) atraksi, daya tarik interested (adj) acara

Task 9: Look at the picture below and read Text 2 to answer the questions.

Text 2 Buckingham Palace Buckingham Palace is one of the exciting attractions in London. It has become the official residence of the British’s royal family since 1837. It is not only home to the royal family, but also to staffs living in this place. This fascinating palace is used for official events held by the Queen. The Queen opens this beautiful palace to visitors every summer. It has about seven hundred rooms, including a throne room, staterooms, royal and guest bedrooms, staff bedrooms, and a ballroom. The visitors can enjoy the royal collection displayed in the Queen's Gallery and also the iconic royal carriages. Moreover, most visitors are interested in watching the changing the guard ceremony outside the palace. The guards are famous for their patience anytime impolite visitors try to disturb them. One day, one impolite visitor touched the guard’s shoulder, so the guard pointed out his gun to the visitor’s face as a warning as it was not respectful. Adapted from: https://www.imvisitinglondon.com/buckinghampalace.html 1. What is the text about?

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2. What can you tell about the picture? 3. Based on the picture above, is there any visitor in front of the palace? 4. Can you find a big statue in front of the palace? What is the color of the statue? 5. What do you call the green areas in front of the palace? 6. What are the collections of the Buckingham Palace that can be enjoyed by visitors? 7. What do you think about one visitor who disturbs the palace guard? 8. What can you learn from the text above?

Task 10: Check out the following links of the Buckingham Palace and observe the differences with

the picture above. (1) https://www.visitlondon.com/things-to-do/place/427311-buckingham-palace (2) https://www.telegraph.co.uk/travel/lists/fascinating-facts-about-buckingham-palace/

Task 11: Look at the following pictures and read their description. Work in pairs and follow the

instruction beneath the pictures.

Picture 1 The Gold State Coach is a gold carriage used by the British Royal Family. It has been used at the coronation of every British King/Queen.

Picture 2 The State Landau is a classic carriage used by the British Royal Family at a royal wedding. Prince William used this carriage for his wedding.

Picture 3 British royal uses a special carriage called Gun Carriage to transport the coffin at the royal funeral.

Instruction: Now, find pictures and information about royal carriages owned by Yogyakarta Palace. You can directly visit the palace or you may get the information from: http://bomanta.com/artikel-wisata/great-tours- to-horse-carriage-or-museum-kereta-kraton-in-yogyakarta/. Write one or two sentences to describe the carriage including its name, function, and your opinion about it. Then, post the picture of the carriage and your notes on your social media. Don’t forget to tag your teacher and friends so that they can comment on your work.

Task 12: Identify the generic structure of text 2 on page 4 in pairs. Write down the result below.

Parts of the text Purpose Summary Paragraph 1 To identify the object that will be described Paragraph 2

Paragraph 3

Task 13: Read the explanation below and ask your teacher for more detail information.

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Nouns and Adjectives

When describing, writers use many noun phrases in trying to make readers get the mental picture of what is being described. As you know, a noun is a thing, a place, a person, or an animal, while an adjective is a word that describes a noun. An adjective that describes a noun is called a modifier. A noun that goes with a modifier is called a noun phrase. Look at the following sample. Adjectives Nouns Noun phrases beautiful temple beautiful temple unique design unique design white car white car precious stones precious stones

Source: https://examples.yourdictionary.com/examples-of-adverbs-with-ly.html

Study the following sentences. Identify the noun phrase by circling the adjectives and underlining the noun. Number 1 is done for you as an example.

1. British Museum is one of the world’s famous museums of history and anthropology. 2. This fascinating palace is used for official events held by the Queen. 3. The visitors can enjoy the royal collection displayed in the Queen's Gallery. 4. Buckingham Palace is one of the exciting attractions in London. 5. It has become the official residence of the British’s royal family since 1837. 6. The Gold State Coach is a gold carriage used by the British Royal Family. 7. The State Landau is a classic carriage used by the British Royal Family to carry the bride and the groom. 8. British royal uses a special carriage called Gun Carriage to transport the coffin at the royal funeral.

Task 14: The words on column A are adjectives and the words on column B are nouns. Combine them to make noun phrases. See number 1 as an example.

A B Noun phrases ancient town 1. an expensive stone beautiful people 2. ______small street 3. ______crowded journey 4. ______exciting palace 5. ______expensive temple 6. ______famous stone 7. ______fantastic souvenirs 8. ______fascinating trees 9. ______huge view 10. ______

Notes: You can use adjectives above for describing places. To find more about adjectives for describing places, you can check https://www.esolcourses.com/content/exercises/grammar/adjectives/places/

Task 15 : Write one or two sentences to describe the following pictures based on the provided noun phrases. See the first picture as an example.

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Noun phrase: an ancient temple Sentence: Sukuh temple is an ancient temple. Its construction is like a pyramid.

Sukuh temple Noun phrase: a beautiful island Sentence: …………………………………………………………… …………………………………………………………………….... …………………………………………………………………….... ………………………………………………………………………

Raja Ampat Noun phrase: a crowded street Sentence: …………………………………………………………… …………………………………………………………………….... …………………………………………………………………….... ………………………………………………………………………

Malioboro Street Noun phrase: a fantastic bridge Sentence: …………………………………………………………… …………………………………………………………………….... …………………………………………………………………….... ………………………………………………………………………

Tower Bridge

Task 16: Study the following explanation and ask your teacher for more detail information.

SIMPLE PRESENT TENSE Followed by a verb Followed by an adjective or Followed by a modal adverb (+) I play music. He is a singer. He can speak English. Sinta visits the White House. They are in the house. The bus must go now. (-) I do not play music. He is not a singer. They cannot speak English. Sinta does not visit the White House. They are not in the house. The bust must not stop now. (?) Do you play music? Is he a singer? Can he speak English? Does Sinta visit the White House? Are they in the house? Must the bus go now?

NOTES: The simple present is to talk about things in general or things happen repeatedly. In the third person singular, the verb ends in -s or -es, for example Sinta visits ….

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Task 17: Fill in the blanks with the correct words provided in the box beneath Text 3. Text 3 Yogyakarta Palace Yogyakarta Palace is a grand complex that was carefully planned to reflect the Javanese cosmos. It 1) ______constructed based on traditional beliefs of the connection between God, human and nature. The palace was built in the center of the city, facing directly north towards the Mount Merapi. Its south side was built facing the Indian Ocean, believed to be the home of Ratu Loro Kidul, the Queen of the South Seas. The palace complex 2) _____ 7 zones and each zone 3) ______of several pavilions separated by gateways. The King’s residence is at the center of the palace. Therefore, some zones 4) ______restricted to visitors. One of the interesting attractions inside the palace is the Hamengku Buwono IX museum. It has several 5) ______that belong to the royal family. The visitors can 6) ______the painting museum, regalia museum, and royal carriage museum. Each royal carriage has its own name, function, and values. The people in this city can 7) ______the royal carriages in a royal wedding. Furthermore, the visitors can meet the Abdi Dalem, the caretakers of the royal households. In this modern day, the majority of Yogyakarta people are Muslim but they still 8) ______Yogyakarta Palace’s traditions. It can be seen from the community’s enthusiasm in rituals like Grebeg Syawal, Maulud, and Besar which are conducted every year. Adapted from: https://www.indonesia.travel/yogyakarta/the-kraton

has enjoy collections are

respect is consists see

Task 18: Answer the following questions briefly by referring to Text 3.

1. What is the text about? 2. How many zones are there in the palace? 3. Where is the location of the royal family’s residence? 4. What are the collections that can be enjoyed by visitors? 5. Look at the picture of Yogyakarta Palace above, what can you tell about it? 6. What do you think of Yogyakarta Palace’s roles in maintaining Javanese tradition? 7. What can you learn from the text above?

Task 19: Find the similarities and differences between text 2 on page 4 and text 3 on page 8 by using the following Venn diagram. List the similarities in the shared area (B) and the differences in the separate areas (A) or (C).

A B C

Buckingham Palace Yogyakarta Palace 184

Task 20: Look at the following pictures and read the description. Then, answer the questions in pairs.

Grebeg Maulud is an annual tradition conducted by the Yoyakarta palace to celebrate the birthday of the Prophet Muhammad. It shows a harmony between a religion and culture. The palace parades gunungan containing foods and crops. The community gathers to take the foods. Questions: 1. Does your village have a certain tradition to celebrate something? What do you call it? 2. How does the community in your village run the tradition? Picture 1. Grebeg Maulud 3. What do you think of the tradition? Abdi dalem is the caretaker of royal family’s household. They have an important role in the palace. Questions: 1. Have you ever met any Abdi dalem? 2. Do you have any family members or neighbors who become an Abdi dalem? 3. What do you think of Abdi dalem?

Picture 2. Abdi Dalem

Task 21: Work in pairs and arrange these jumbled paragraphs into a good descriptive text by giving a number in each circle.

The temple has remained strong even through ten centuries of neglect. It was rediscovered in 1815, buried under volcanic ash. In the 1970s the Indonesian Government and UNESCO worked together to restore Borobudur to its former majesty. The restoration took eight years to complete and today

Borobudur is one of Indonesia and the world’s most valuable treasures.

The temple is decorated with stone carvings in bas-relief representing images from the life of Buddha. To know the complete story of Buddha, visitors have to go around from the bottom to the top of the temple. Observers claim that this is the largest and most complete set of Buddhist reliefs in the world. The Borobudur Temple is one of the greatest Buddhist temples in the world and was built in the 9th century during the reign of the Syailendra Dynasty of Ancient Mataram Kingdom. The temple is located in Magelang, Central Java, Indonesia.

It covers a massive area, measuring 123 x 123 meters. The temple is decorated with 2,672 relief panels and 504 Buddha statues. The architecture and stonework of this temple have no equal. The structure is like a set of massive interlocking Lego blocks held together without any glue. Adapted from: https://whc.unesco.org/en/list/592

Task 22: Work individually and find a historical place in your area/city. Then, write a simple descriptive text about that place. You can refer to Texts 1 - 3 as the examples.

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Let’s Learn More

CULTURAL FACT

The United Kingdom or UK has no strict etiquette rules that you have to stick to when you are in the UK. However, you need to demonstrate proper manners and respect to the local culture and tradition. The first and most important is to be aware of the clearly distinct nations which form the UK. The United Kingdom consists of England, Scotland, Wales and Northern Ireland. The people of any of these countries may be referred to as ‘British’. In specific, you can call people from England ‘English’, and people from Scotland ‘Scottish’. However, don’t call people from Scotland ‘English’ as they might be offended. Second, British people are very strict when it comes to punctuality. So, if you get an invitation from British people to attend a certain event at their house, make sure to come on time. They will be offended if you come15 minutes before as they might be still busy taking a bath or preparing something. It is also impolite to come late as they have to wait for all their guests to start the agenda. Source:https://www.studying -in-uk.org/british-culture-and-social- norms/ Source: https://www.worldatlas.com/the-united-kingdom.html

Task 23: Read the explanation below and follow the instruction.

Public Places Etiquettes In the United Kingdom, people generally obey some unwritten rules in public places. Some of them are: - Don’t spit, smoke and liter in public places. Western people will feel disgusted with such behavior. - People get in line and wait for their turn when buying tickets, shopping, using the restroom, or waiting for a bus, etc. It is considered rude to cut in line or push your way through. - Don’t blow your nose in public places or cover your nose with a tissue or handkerchief. - Under any circumstances, do not stand on the left of an escalator in the London Underground. The left is for walking. Source: https://www.fodors.com/news/customs

Instruction: In groups of four, discuss how people behave in public places in your city. Do they share common etiquette with those of British people? Write down the result and put it on your classroom’s wall so that your teacher and the other groups can read it.

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Reflection

Answer the following questions based on what you feel about this unit.

1. In this unit I have learned ………………………………………………………………………... Answer the following questions based on what you feel about this unit. …………………………………………………………………………………………………….. ………………………………… ………………………………………………………………….. 2. The parts that I enjoyed the most ………………………………………………………………… …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. 3. The difficulties that I found …………………………………………………………………….…

…………………………………………………………………………………………………….. …………………………………………………………………………………………………….. 4. The values that I’ve learned from this unit ………………………………………………... ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….

Summary

A Descriptive Text

A descriptive text is a text which describes the qualities, appearances, and characteristics of an object. The object which is described can be a person, a place, or a thing. It has two main parts namely identification and descriptions. The language features use present tense and adjectives.

Simple Present Tense

The descriptive text uses the simple present. This tense is to describe habits, unchanging situations, general truths, and fixed arrangements. It is easy to form a simple present tense. You only need to use the base form of the verb: (I take, you take, we take, and they take ...). The 3rd person singular adds an -s at the end (he takes, she takes).

Nouns and Adjectives When describing, writers use many noun phrases in trying to make readers get the mental picture of what is being described. As you know, a noun is a thing, a place, a person, or an animal, while an adjective is a word that describe a noun. An adjective that describes a noun is called a modifier. A noun that goes with a modifier is called a noun phrase.

Values that can be learned from this unit are: 1. Respect Text 1 showed how visitors should respect the palace guards and not to mess up with their duty. It indicated that people have to treat everyone with respect regardless of who they are. 2. Perseverance

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Text 3 shows how Yogyakarta Palace keeps holding Javanese tradition in the modern days. Thus, students in this city should have perseverance in learning and completing their duty as a student. 3. Tolerance Text 3 shows that the majority of Yogyakarta are Muslim but they tolerate the practice of traditional rituals held by the Palace, for example, traditional ceremony, offerings, etc. It teaches the students respect any religion, race, ethnicity, opinions, attitudes, and actions of others who are different from them. 4. Independence This value is internalized when the students have to do some tasks individually. It teaches the students not to depend on others to complete tasks. 5. Discipline Text 2 shows how the visitors of the museum queue in orderly so that there is no commotion even though the museum has a great number of visitors. It teaches the students to act orderly and to obey various rules and regulation in certain places. 6. Curiosity Tasks 7, 13, and 16 provide students a great opportunity to ask some questions related to the explanation, and make the students eager to find out more about the text. Task 22 encourages the students to learn how people behave in public places in Yogyakarta and then compare with those of English speakers. 7. Communicative Task 22 requires students to collaborate and communicate with others. They have to give opinions and listen to others’ opinions during the discussion for completing the task.

Glossary

Words Pronunciation Indonesian amazing (adj) /əˈmeɪ.zɪŋ/ mengagumkan ancient (adj) /ˈen. t ʃ ə nt/ kuno, purbakala, purba anthropology (n) /ˌæn t .θrəˈpɒl.ə.dʒi/ anthropologi architect (n) /ˈɑː.kɪ.tekt/ arsitek artwork (n) /ˈɑːrt.wɝːk/ karya boring (adj) /ˈbɔːr.ɪŋ/ membosankan carriage (n) /ˈkær.ɪdʒ/ kereta kuda celebration (n) /ˌsel.ɪˈbreɪ.ʃ ə n/ perayaan center (n) /ˈsen.tə r / pusat, tengah ceremony (n) /ˈser.ɪ.mə.ni/ upacara, resmi collection (n) /kəˈlek.ʃ ə n/ koleksi commotion (n) /kəˈməʊ.ʃ ə n/ keributan, kegaduhan contemporary (adj) /kənˈtem.p ə r. ə r.i/ kontemporer cosmopolitan (adj) /ˌkɑːz.məˈpɑː.lɪ.t ̬ ə n/ kosmopolitan crowded (adj) /ˈkraʊ.dɪd/ penuh sesak discover (v) /dɪˈskʌv.ə r / menemukan display (v) /dɪˈspleɪ/ pameran, pertunjukan entertain (v) /en.təˈteɪn/ menghibur entrance (n) /ˈen.trən t s/ pintu masuk event (n) / /ɪˈvent/ peristiwa, kejadian exchange (n) /ɪksˈtʃeɪn d ʒ/ pertukaran exhibits (n) /ɪgˈzɪb.ɪt/ pameran expensive (adj) /ɪkˈspen t .sɪv/ mahal fact (n) /fækt/ fakta faithful (adj) /ˈfeɪθ.f ə l/ setia famous (adj) /ˈfeɪ.məs/ terkenal fantastic (adj) /fænˈtæs.tɪk/ luar biasa

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fascinating (adj) /ˈfæs.ɪ.neɪ.tɪŋ/ mengagumkan flag (n) /flæg/ bendera function (n) /ˈfʌŋk.ʃ ə n/ kegunaan gateway (n) /ˈgeɪt.weɪ/ pintu gerbang guard (n) /gɑːrd/ pengawal history (n) /ˈhɪs.t ə r.i/ sejarah interesting (adj) /ˈɪn.trəs.tɪŋ/ menarik layout (n) /ˈleɪ.aʊt/ susunan massive (adj) /ˈmæs.ɪv/ besar-besaran memorial (n) /məˈmɔː.ri.əl/ tanda peringatan modern (adj) /ˈmɑː.dɚn/ terbaru monarchy (n) /ˈmɒn.ə.ki/ kerajaan mount (n) /maʊnt/ gunung neglect (v) /nɪˈglekt/ mengabaikan noun (n) /naʊn/ kata benda offer (v) /ˈɑː.fɚ/ menawarkan oval (adj) /ˈəʊ.v ə l/ lonjong palace (n) /ˈpæl.ɪs/ istana pavilion (n) /pəˈvɪl.jən/ paviliyun pretty (adj) /ˈprɪt.i/ cantik recommend (v) /ˌrek.əˈmend/ menganjurkan respectful (adj) /rɪˈspek t .f ə l/ hormat restricted (adj) /rɪˈstrɪk.tɪd/ dilarang ritual (n) /ˈrɪt.ju.əl/ ritual round (adj) /raʊnd/ bulat royal (adj) /ˈrɔɪ.əl/ kerajaan sculpture (n) /ˈskʌlp.tʃə r / patung, arca small (adj) /smɔːl/ kecil square (n) /skweər / kotak stable (n) /ˈsteɪ.bl ̩/ kandang kuda stone (n) /stoʊn/ batu summer (n) /ˈsʌm.ə r / musim panas temple (n) /ˈtem.pl ̩/ candi throne (n) /θroʊn/ tahta, singgasana touch (v) /tʌtʃ/ menyentuh tourist (n) /ˈtʊr.ɪst/ turis, wisatawan tradition (n) /trəˈdɪʃ. ə n/ tradisi transform (v) /trænsˈfɔːm/ mengubah valuable (adj) /ˈvæl.jʊ.bl ̩/ berharga variety (n) /vəˈraɪə.ti/ variasi venue (n) /ˈven.juː/ tempat visitor (n) /ˈvɪz.ɪ.tə r / pengunjung vivid (adj) /ˈvɪv.ɪd/ jelas wide (adj) /waɪd/ lebar, luas wooden (adj) /ˈwʊd. ə n/ terbuat dari kayu NOTES: You can learn more vocabularies by checking high-frequency words at: https://www.k12reader.com/subject/vocabulary/fry-words/

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UNIT 2 (DESCRIBING FAMOUS PEOPLE)

Let’s Start

Task 1: Look at the pictures below. Do you know these people? What can you tell about them? Discuss with your classmates. See Picture 1 as an example.

Picture 1. Picture 2. An American Picture 3. An English Picture 4. A Korean Girl A Javanese singer singer pop singer Band

Picture 1 He is Didi Kempot, a famous Javanese singer. He looks charismatic wearing traditional clothes and blangkon. Picture 2 Picture 3 Picture 4

IMPORTANT POINTS: •Do you know why those people become famous? What characters do those people have in common?

Code 1 Code 2 Code 3 Code 4 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

Code 5 Code 6 Code 7 Code 8 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

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Let’s Read

Do you still remember about the descriptive text in Unit 1? In the previous unit, the descriptive texts focus on describing places, but this unit concerns on describing people.

Task 3: Read Text 1 carefully. What do you think about the person in the picture?

Text 1 Bruno Mars Peter Gene Hernandez (born October 8, 1985), known as Bruno Mars, is an American singer- songwriter. Bruno was a nickname given by his father when he was only two due to his resemblance to a famous professional wrestler, Bruno Sammartino. He was raised in Honolulu, Hawaii by a family of musicians. He started composing music at a young age. He decided to focus on a musical career and moved to Los Angeles after graduating from high school. Today, young people recognize him as a pop singer. His smiling face and dark curly hair become his special characteristics. Despite his popularity, not all people know his difficult period with Motown Records. He kept trying his best and then joined Atlantic Records in 2009. He finally became recognized as a solo artist after singing "Nothin’ on you" and "Billionaire". These two songs became worldwide hits. Mars’ debut album got the third position on the Billboard 200, with his number-one singles "Just the way you are" and "Grenade". The album was nominated for seven Grammy Awards, winning Best Pop Vocal Performance for "Just the way you are". He has sold 10 million albums and 58 million singles worldwide during the first 3 years career in music. He has achieved a total of five number one singles on the Billboard Hot 100 chart and seven top ten singles, as a solo artist placing himself in the record books by being the second solo artist to do so after Richard Marx. He reached the first place with "Just the way you are", which sold 12.5 million copies and contributed to Mars becoming the best-selling digital artist in 2011. He celebrates his success by donating $1 million to help victims of the Flint water crisis. Adapted from: https://www.celebrities-galore.com/celebrities/bruno-mars/home/

1. How does Bruno Mars look like? How is his hair? 2. What is he doing? 3. Who are the people behind him? What are they doing?

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Task 4: Read Text 1 about Bruno Mars. After you read it, scan the text quickly to find the English equivalents for the Indonesian words below. You are given the dashes and some letters of the English words as the clues. Each dash represents a letter. After you find the words, compare your answer to your friends’.

Indonesian equivalent English 1. bo _ _ (n) lahir born 2. nic ______(n) nama panggilan 3. comp _ _ _ _ (n) menyusun 4. de _ _ _ _ (v) memutuskan 5. prof ______(adj) profesional 6. car _ _ _ (n) karir 7. sm _ _ _ _ _ (adj) tersenyum 8. perf ______(n) penampilan 9. w _ _ (v) memenangkan 10. nom ______(n) nominasi 11. rese______kemiripan

nam Task 5: Answer the following question by referring to Text 1.

1. What is the text about? 2. How did Bruno Mars’s father get a nickname for Mars? 3. How did Bruno Mars deal with his dificult period? 4. How many nominations did Bruno Mars receive for Grammy Awards? 5. How did Bruno Mars celebrate his success? What do you think of his celebration? 6. What can you learn from the text?

Task 6: What did you do to celebrate your success after graduating from junior high schools? Did you do something good for people in needs?

Task 7: Read the following list of adjectives for describing people’s character. Find their Indonesian equivalent and write sentences using these words. See the examples. Adjectives Indonesian Sentences careless charismatic berkarisma He looks charismatic wearing traditional clothes. confident diligent enthusiastic famous terkenal He is a famous Javanese singer. optimistic rude shy smart stubborn talkative untidy NOTES: You can find more adjectives for describing people at: https://www.esolcourses.com/appearance/vocab1.html

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Task 8: Study the following adjectives for describing people’s appearance and look at how to use these adjectives in the provided example beneath the table.

General Height Build Age Hair Face Eyes pretty tall slim young curly round blue handsome short skinny middle- wavy oval black cute medium chubby aged straight square brown attractive height muscular old black long round funny brown slanted gorgeous blonde elegant short tidy long Example:

She is my classmate. Her name is Anna. Anna is pretty and has black eyes. She

looks tidy wearing her

school uniform. Her smiling face and long hair make her look attractive.

Now, work in pairs, look at how your pair looks like and ask his/her permission to take his/her picture. Then, write a simple description of your pair based on the example above. Ask your pair to read and give comment on your work.

Task 9 : Now, read text 2 and answer the questions briefly. Text 2 Ny Tjondrolukito Ny Tjondrolukito is a legendary Javanese singer from Yogyakarta. She was born in 1920 in Sleman. Her first name was Turah. She married Romo Tjondrolukito, a Javanese artist in 1937. Then, she was known as Tjondrolukito. She started practicing singing and dancing when she was 12 years old. At the beginning of Indonesian Independence Day, she started singing Javanese songs (Karawitan) in Radio Republik Indonesia (RRI) and she became famous. Then, she was frequently invited to sing for puppet shows or other events at the Yogyakarta Palace and even at the presidential palace. As a singer, she was known to make improvisation beyond classical music standards. So, besides being popular, she was also considered controversial. She has composed numerous Javanese songs and one of her legendary works is a song called Kutut Manggung. Most of her songs have deep lyrics containing advice to respect parents, to study well, to love our nations, and to help others in need. This becomes one of her unique characters that differentiate her songs with others’ songs at that time. With all her works, she was recognized as the icon of Karawitan. In order to honor her works, one of the main roads in Yogyakarta was named after her. Adapted from: https://www.kompasiana.com/5528c6ff6ea

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1. What is the text about? 2. Who is Ny Tjondrolukito? 3. When did she start singing? 4. What is her famous song? 5. Why did people label her controversy? 6. How were the typical lyrics of her songs? 7. By referring to the picture above, what can you tell about her appearance? 8. What can you learn form the text above?

Task 10: Read the following explanation and then complete the table below.

FINDING THE MAIN IDEA AND TOPIC OF THE TEXT: What is the difference between a topic and the main idea? The topic is the general subject of a paragraph or text; and described with a word or a phrase. The main idea is a complete sentence; including the topic and what the author wants to say about it. Ways to find the main idea and topic of the text:  skim or read the text quickly to get a general idea of the text.

 read the first line of each paragraph.  look for a common theme or idea in the first line.  read the rest of the paragraph quickly to check that you have really found the topic.

Paragraph Topic Main Idea 1 Ny Tjondrolukito, a famous Ny Tjondrolukito is a legend Javanese singer Javanese singer from Yogyakarta. 2

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Task 11: Complete the crosswords below.

Across: 2. the first man landing on moon 5. the first black president of South Africa 6. the author of Harry Potter series 8. a famous French designer

Down: 1. the key figure in Indian independence 2. a princess who was cursed into a statue 4. a German politician and leader of the Nazi Party 5. a famous queen in the United Kingdom

Task 12: Read text 3 below and list the words that you don’t know the meaning and then check your dictionary.

Text 3 Taylor Swift Taylor Swift is an American singer and songwriter. She is known for narrative songs about her personal life. Some of her popular songs are Shake It Off, Blank Space, and Bad Blood. She was listed as one of the most influential and powerful women in the world by Forbes and Time magazines in 2018. She was born on December 13, 1989 in Pennsylvania. Her height is 178 centimeters and her weight is 54 kilograms. She has blue eyes and a pointed nose. Her hair is blonde and curly. Her lips are usually red as she likes red. She has started singing since she was a kid. At the age of 3, she sang in front of a group of travelers while she was on holiday with her parents. In 2006, she released her single with the title Tim McGraw. Then, her debut album was awarded multi-platinum by the Recording Industry Association of America. Taylor Swift is a famous and wealthy woman but her life was not always so sweet. She suffered from bullying, especially in Junior High School. She got dumped by a group of popular girls in the school. However, she could deal with this condition and proved that she was better at singing. Finally, she was successful and won several awards like Album of the Year, Best Country Album, Best Female Country Vocal Performance, and Best Country Song. Adapted from: https://www.billboard.com/articles/taylor-swift

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Difficult words Indonesian influential berpengaruh

Task 13: Identify the main idea of each paragprah in Text 3.

Parts of the text Purpose Main Idea Paragraph 1 opening statement to introduce the object Paragraph 2 supporting paragraph that describes the object Paragraph 3 supporting paragraph that describes the object Paragraph 4 supporting paragraph that describes the object

Task 14: Answer the following questions briefly by referring to text 3. 1. What is the text about? 2. How is the physical appearance of Taylor Swift? 3. How did Swift get inspiration for writing her song lyrics? 4. What did Swift do on holiday when she was 3? 5. What happened to Taylor Swift when she was in secondary school? 6. How did Swift deal with bullying? 7. What can you learn from the text above?

Task 15: Have you ever heard about bullying? What do you think of bullying? What should you do if you find a student become a bullying victim in your school? Discuss it in groups of four and compare the result of your work with other groups’.

Task 16: Read the following explanation and ask your teacher for more detail information. ACTIVE AND PASSIVE VOICES A sentence is in the active voice when the subject of a sentence performs the verb’s action. On the other hand, the passive voice is when the subject is acted on by the verb. As mentioned in Unit 1, passive the voice is sometimes used in the descriptive text. You can use the following formula to write the passive forms: S + to be + V3 (PAST PARTICIPLE) Notes: a. We use an active verb to say what the subject does. b. We use a passive verb when the focus is on the object. c. When rewriting active sentences in passive voice, note that:  the object of the active sentence becomes the subject of the passive sentence  the verb is changed (to be + past participle)

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 the subject of the active sentence becomes the object of the passive sentence (or is deleted) d. Samples of active and passive voice: Active Passive John buys many books. Many books are bought by John. They clean the windows. The windows are cleaned (by them). Muslims perform prayers at least five Prayers are performed by Muslims at least times a day. five times a day. Source: https://www.englisch-hilfen.de/en

Task 17: Refer back to text 3 on page 20 and find sentences written in passive voices. Change the

sentences into active voices.

Passive Active

Task 18: Refer back to text 3 and find sentences written in active voices. Change the sentences into passive voices.

Active Passive

Let’s Learn More

CULTURAL FACT

The United States is the third largest country in the world consisting of 50 states. Over half the states in the U.S. have made English an official language. The population of the US is dominated by immigrants. So, the US becomes one of the most culturally diverse countries in the world. Some etiquette values in the U.S. can be seen below. 1. In public, and particularly on public transportation, people avoid making eye contact with strangers. 2. “Small talk” is acceptable with the topic of weather, sports, entertainment. Avoid topics of age, religion, and money. American people often practice small talk when they are waiting for a bus or train. 3. "Please" and "thank you" are very important in the United States. Say "please" and "thank you" to everyone for even the smallest kindness. Americans say them regardless of rank or how much they are paying for something, and they expect others to do the same. 4. It is appropriate and kind to bring a small gift to the hostess of the home you’re visiting. 5. Generally, Americans don’t take off their shoes when entering a home. In Saudi Arabia and in a lot of Eastern countries, it is considered so rude to walk into a host's home with your shoes on. Source: https://harrisburg.psu.edu/international Task 19: Work in groups of four and follow the instruction below.

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Instruction: 1. Read the cultural fact about the United States. 2. Find and read information about acceptable and unacceptable attitudes when you are visiting someone’s house in Yogyakarta. 3. Write simple notes about your findings. 4. Compare your work with other groups’.

Task 20: Now, visit one of your friends’ house in Yogyakarta and try to practice the acceptable attitude you found in task 17. What do you think about the attitude? What do you feel when you practice it?

Task 21: Work in pairs and complete the table by writing a simple description of the person in each picture. See picture 1 as an example.

Picture Hints Description A Balinese girl Ida Ayu is a Balinese girl. She loves Balinese dances and she practices dancing every week. People can see Practices dancing her performance in every cultural event conducted by her village. Most people are amazed by her Looks stunning performance. Even, she looks stunning wearing traditional clothes. She gets several invitations to perform in other cultural events in other countries.

Picture 1 A boy from Papua

Wears traditional clothes

Wears a unique hat

Picture 2 A Javanese girl

Participates in a competition

Wear traditional clothes Picture 3 A Young boy from Madura

Rides cows

Participates in a local festival Picture 4

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Task 23: Work individually and follow the instruction below.

Instruction:  Choose one of your favorite singers/public figures either in your village or city.  Write a simple descriptive text containing three paragraphs to describe him/her.  You can re-check the generic structure and language feature of the descriptive texts in Unit 1 (pages 16, 18, and 20).  Write down the values that you learn from him/her.  Send your work to your teacher’s WhatsApp number to get feedback.

Reflection

How much have you learned from this unit? For questions 1-5, give a tick (√) to the suitable responses and write down your responses for questions 6 – 8 below.

No. Aspects

7. The difficulties that I found in this unit ………………………………………………………. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

8. The values that I have learned from this unit………………………………………………….. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

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Summary

FINDING THE MAIN IDEA AND TOPIC OF THE TEXT:

The topic: general subject of a paragraph or text; simple and described with a word or a phrase. The main idea: a complete sentence; includes the topic and what the author wants to say about it. Ways to find the main idea and topic of the text are:  skimming or reading the text quickly to get a general idea of the text.  read the first line of each paragraph.  look for a common theme or idea in the first line.  read the rest of the paragraph quickly to check that you have really found the topic.

ACTIVE AND PASSIVE VOICES As stated in Unit 1, the passive voice is usually used in the descriptive text. You can use the following formula to write the passive forms: S + to be + V3 (PAST PARTICIPLE) Notes: a. We use an active verb to say what the subject does. b. We use a passive verb when the focus is on the object. c. When rewriting active sentences in passive voice, note that:  the object of the active sentence becomes the subject of the passive sentence  the verb is changed (to be + past participle)  the subject of the active sentence becomes the object of the passive sentence (or is deleted)

Values that can be learned from this unit are: 1. Social care Text 1 shows the kindness of the main character donating $1 million to aid victims of the Flint water crisis. It indicates famous people do not always spend their money on hedonism, they still have social care in their heart. It teaches students to always help other people and communities in need. 2. Nationalism Text 2 shows how the main character’s awareness to develop the people’s nationalism through her song lyrics. It teaches the students to love their nation and put their interest of the nation above self-interest. 3. Patience Text 2 shows how the main character keeps practicing singing and dancing since she was 12 years old. It indicates her patience to practice and reach her dream. Further, the character described in Text 3 becomes a bullying victim but she manages to deal with this condition. It teaches the students to deal with problems and not giving up easily. 4. Responsibility Tasks 20, 21, and 22 require students to complete the task. It teaches the students to carry out their responsibility to learn and complete tasks. 5. Independence Task 23 encourages the students to work independently. It teaches the students not to depend on others for completing their tasks.

Glossary

Word Pronunciation Indonesian advice (n) /ədˈvaɪs/ nasihat association (n) /əˌsəʊ.siˈeɪ.ʃ ə n/ asosiasi, perkumpulan

200 blonde (adj) /blɒnd/ pirang blue (adj) /bluː/ biru career (n) /kəˈrɪə r / karir careless (adj) /ˈkeə.ləs/ ceroboh celebrate (v) /ˈsel.ɪ.breɪt/ merayakan characteristic (n) /ˌkær.ɪk.təˈrɪs.tɪk/ karakteristik, sifat classic (n) /ˈklæs.ɪk/ klasik compose (v) /kəmˈpəʊz/ membuat confident (adj) /ˈkɒn.fɪ.d ə nt/ yakin, percaya diri curly (adj) /ˈkɜː.li/ keriting dance (n) /dæn t s/ tarian dark (adj) /dɑːrk/ gelap differentiate (v) /ˌdɪf.əˈren. t ʃi.eɪt/ membedakan diligent (adj) /ˈdɪl.ɪ.dʒ ə nt/ rajin, tekun enthusiastic (adj) /ɪnˌθjuː.ziˈæs.tɪk/ antusias, bersemangat event (n) /ɪˈvent/ peristiwa, kejadian exhibit (n) /ɪgˈzɪb.ɪt/ pameran extrovert (adj) /ˈek.strə.vɜːt/ ekstrovet future (n) /ˈfjuː.tʃə r / masa yang akan datang generous (adj) /ˈdʒen. ə r.əs/ dermawan graduate (n) /ˈgrædʒ.u.ət/ lulusan honor (v) /ˈɒn.ə r / menghormati identification (n) /aɪˌden.tɪ.fɪˈkeɪ.ʃ ə n/ pengenal intelligent (adj) /ɪnˈtel.ɪ.dʒ ə nt/ cerdas introvert (n) introvet /ˈɪn.trə.vɜːt/ legendary (adj) /ˈledʒ. ə n.dri/ terkenal move (v) /muːv/ pindah music (n) /ˈmjuː.zɪk/ musik nickname (n) /ˈnɪk.neɪm/ nama panggilan operate (v) /ˈɒp. ə r.eɪt/ menjalankan optimist (n) /ˈɒp.tɪ.mɪst/ optimis performance (n) /pəˈfɔː.mən t s/ penampilan period (n) /ˈpɪə.ri.əd/ masa permission (n) /pəˈmɪʃ. ə n/ izin popularity (n) /ˌpɒp.jʊˈlær.ə.ti/ ketenaran practice (n) /ˈpræk.tɪs/ latihan puppet (n) /ˈpʌp.ɪt/ wayang purpose (n) /ˈpɜː.pəs/ maksud, tujuan pursue (v) /pɚˈsuː/ mengejar red (adj) /red/ merah refurbishment (n) /ˌriːˈfɜː.bɪʃ.mənt/ pembaharuan resemblance (n) /rɪˈzem.blən t s/ kemiripan second (det) /ˈsek. ə nd/ kedua show (n) /ʃoʊ/ pertunjukan shy (adj) /ʃaɪ/ malu singer (n) /ˈsɪŋ.ə r / penyanyi songwriter (n) /ˈsɒŋˌraɪ.tə r / pengarang lagu stingy (adj) /ˈstɪn.dʒi/ pelit sweet (adj) /swiːt/ manis

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throughout (adv) /θruːˈaʊt/ sepanjang victim (n) /ˈvɪk.tɪm/ korban vocal (n) /ˈvəʊ.k ə l/ vokal work (n) /wɝːk/ pekerjaan worldwide (adj) /ˈwɜːldˌwaɪd/ seluruh dunia NOTES: You can learn more vocabularies by checking high-frequency words at: https://www.k12reader.com/subject/vocabulary/fry-words/

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UNIT 3 (EXPLORING TOURIST ATTRACTIONS)

Let’s Start

Task 1: Look at the pictures below. Label them with their appropriate name provided in the box beneath the pictures.

1. Ratu Boko Temple 2. …………………………………… 3. …………………………………..

4. …..………………………………… 5. …………………………………… 6. ………………………………

Traditional House of Golden Gate Bridge Merlion Park Minangkabau

Kecak dance Grand Canyon performances National Park

Task 2: Work in pairs and answer the following question briefly by referring to the pictures above.

1. Are you familiar with the places on the pictures above? 2. Do you know the location of each picture above? If not, please discuss it with your friends. 3. What can you tell about the pictures above? 4. Which one have you ever visited? If any, what can you tell about that place?

Task 3: You may visit the tourist attractions in your last holiday. Now, answer the following questions about your last holiday briefly.

1. Where did you spend your last holiday? 2. With whom did you go there? 3. What did you do there? 4. How do you feel about your last holiday?

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Let’s Read

Task 4: Use your Smartphones to scan the following codes, repeat the pronunciation of each word and find the Indonesian equivalent. The instruction on how to use the QR codes can be found in the Appendix.

Code 1 Code 2 Code 3 Code 4 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

Code 5 Code 6 Code 7 Code 8 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

Task 5: Read text 1 below and answer the questions briefly.

Text 1

Spending Last Holiday in Singapore

Last week, my family and I went to Singapore. It was on the last summer

Orientation holiday. I had never been to Singapore before. However, my parents visited this country

two years ago.

On the first day, we went to the Merlion Park to take some pictures with iconic

Singapore's Merlion - a mythical creature that has the head of a lion and the body and

Event tail of a fish. My guide told that the Merlion represents the community in fishing villages

who is so humble.

Then, on the next day we visited Universal Studio and Singapore Flyer, the world’s largest observation wheel. From this observation deck, we could see Marina Event Bay, Empress Place, Raffles Place, and even Padang which is located in Indonesia. My brother was so overjoyed when we were getting on the wheel. I was astonished by the size of the wheel. It was an unforgettable experience. We visited Gardens by the Bay on the last day. It is a perfect place for enjoying the plants and escaping the bustling city for a moment. We end the trip for this day by visiting SFT restaurant. I really wanted to try this country’s traditional food such as Event Chicken Rice, Laksa, and Bak Kut Teh. I bought Laksa, a spicy noodle soup dish mixed with coconut milk. It was so spicy but luckily, I did not get a stomachache. When we went home, my mother printed some of our pictures taken from her digital camera. She hung one of them on our family room’s wall. Overall, it was a

memorable and amazing holiday. Reorientation Adapted from: https://www.planetware.com/tourist-attractions

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1. What is the text about? 2. Where did the writer go for the last summer holiday? 3. With whom did the writer go for the last summer holiday? 4. Where did the writer go on his first two days of the holiday? 5. What did the writer have in SFT restaurant? 6. What did the writer feel when getting on the wheel? 7. Have you ever visited Singapore? If yes, what do you think about the country?

ActivityTask 6: 7Text 1 is a recount text. Access the following links, then read and summarize the definition, generic structure, and language features of the recount text in the provided table.

Links: 1. http://britishcourse.com/recount-text-definition-purposes-generic-structures-language- features.php 2. https://www.englishcafe.co.id/pengertian-recount-text-dalam-bahasa-inggris-beserta- contohnya/

RECOUNT TEXTS Definition A descriptive text is ….

Generic structure Orientation:

Series of events:

Reorientation:

Language features

Task 7: Work in pairs and complete the following chart to find out the detail structure of text 1.

Parts of a recount text Purposes Summary from text Orientation to provide situation of the event (what, where, who, and when) A sequence of events to provide detail 1. information of the events in sequence 2.

Reorientation to express personal comments/impressions of the events

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Task 8: Read text 2 and fill in the blanks with words provided beneath the text.

Text 2

My Solo Trip to South Korea

I spent my last holiday in Seoul, South Korea. I went there by myself for a four-day solo trip. On the first day, I 1) ______at Incheon Airport at 7 a.m. after a six-hour flight. Then I 2) ______to Seoul by train and checked in to the hotel I already booked. I decided to take a rest for a while. At night, I went to Hongdae, a 3) ______district in South Korea. I wanted to eat traditional

Korean food and went around the neighborhood. On the next day, I went to the Gyeongbokgung Palace and National Museum. I 4) ______how to make Kimchi and then saw the scenery from Seoul Tower. On the third day, I went to the Korean Demilitarized Zone or DMZ. DMZ is a border barrier that divides South Korea and North Korea. I also went to Dora Observatory to see how North Korea look like through binoculars.

I 5) ______the 4th day walking around Myeondong and bought some souvenirs for my families and friends. Then, I 6) ______Gomtang, highly nutritious beef bone soup in the

Hadongkwan restaurant. The waiter served the soup completed with a number of side dishes. The food servings in this country made me amazed. So, I gave tips to the waiter. On the other hand, he refused it and telling me that 7) ______is considered rude in Korea. Sure, then I apologized. Finally, I went to the airport at 3 pm. since my flight was at 5 pm. I got an 8) ______experience in South Korea, but then I learned that different countries have a different culture of tipping. In Korea, you shouldn’t tip unless a sign states it is fine to do so. Adapted from: https://www.tripzilla.com/kto-korea

arrived enjoyed famous amazing learned spent tipping went

Task 9: Answer the following question briefly by referring to text 2.

1. What is the text about? 2. What can you tell about the picture above? 3. How did the writer arrive in Seoul? 4. How many tourist attractions did the writer visit? 5. Did the writer manage to see North Korea from the border? 6. What did the writer have in Hadongkwan restaurant? 7. What happened when the writer gives tips to the waiter? 8. What can you learn from the text?

Task 10: Have you ever given tips to the waiter in a restaurant for their excellent service? Is tipping common in your city or country? Discuss it with your teacher.

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Task 11: Decide whether the statements below are true or false by referring to text 2.

No Statement True/False Reason 1. The writer spent his holiday in Seoul with his friends. 2. The writer went to Korea by train. 3. The writer enjoyed traditional Korean foods on the first day. 4. The writer went to Seoul Tower to enjoy the city view at night. 5. The writer did not get a chance to see North Korea from the border. 6. The writer bought a souvenir in Myeondong for his friends and family. 7. The writer was satisfied with how Korean serves dishes. 8. The writer gave tips to the waiter and it’s acceptable in Korea. 9. The writer got a good lesson about tipping in different country’s culture.

Task 12: Read the following explanation about Simple Past Tense and ask your teacher for more detail information.

Simple Past Tense

As stated earlier, one of the language features of a recount text is the use of simple past tense. The pattern of the simple past tense:

(+) S + V2 + O (-) S+ did not + V1 + O (?) Did + S + V1 + O?

The common adverbs of time for this tense are yesterday, last week (month, year, night, etc.), two days ago (weeks, month, years), etc. Example: - I went to London last month. - I visited Niagara Falls yesterday.

Task 13: Observe the italicized verbs in the following sentences in the left and the right columns. What’s the difference?

I arrived at Incheon Airport at 7 am. I spent my last holiday in Seoul, South Korea I decided to take a rest for a while. I got an amazing experience in South Korea. I wanted to eat traditional Korean food I went to the airport at 3 am. I learned that different country has a different culture I bought some souvenirs for my families and friends. of tipping. Notes: The sentences in the left columns use regular verbs, where you can simply add a suffix –ed, for example arrive – arrived, decide – decide, want – wanted, and learn – learned. However, the sentences in the right columns use irregular verbs. You can find and learn more about the irregular verbs at: https://www.englishclub.com/vocabulary/irregular-verbs-list.htm

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Task 14: Complete the following table with the appropriate sentences. Look at the example.

No (+) (-) (?) 1. I arrived at Incheon Airport at 7 I did not arrive at Incheon Did you arrive at Incheon am. Airport at 7 am. Airport at 7 am.? 2. I decided to take a rest for a while. 3. I wanted to eat traditional Korean food. 4. I learned that different country has a different culture of tipping. 5. I spent my last holiday in Seoul, South Korea. 6. I got an amazing experience in South Korea. 7. I went to the airport at 3 pm. 8. I bought some souvenirs for my families and friends.

Task 15: Read text 3 and fill in the blanks with the correct verb forms.

Text 3 My Holiday in Flores I went to Flores last month to visit Australian Volunteers in Maumere, Ende, and Bajawa. So, I also could 1) ______(enjoy) the beauty of the island. This city was named by Portuguese colonists who spotted its pure beauty in the 16th century. Flores became one of top tourist attractions in Indonesia. It has beautiful view with a tropical forest, beaches, clean rivers, and authentic local life. On my first day in Maumere, I 2) ______(visit) several schools in the city. Here I 3) ______(meet) John Henry and we 4) ______(take) an amazing journey over the mountains to the south coast. We visited a new junior high school there. Then, I 5) ______(travel) to Ende to meet Sharon Kidman. Here, I 6) ______(get) a chance to visit the traditional market. I felt like at home as the locals 7) ______(be) friendly and 8) ______(show) their smiling faces to visitors. We 9) ______(find) dozens of traditional handicrafts and fascinating woven clothes in the market. My next trip was to Detusoko with Edwards. It was a mountain village located next to Mount Kelimutu. We 10) ______(wake) up at 4 am. to see the three different colored lakes at dawn. It was truly magnificent. My final trip was to Bajawa, a small town located on the top of the mountain. It was so cold and luckily, I 11) ______(bring) my warm clothes. This trip was memorable and I would like to go back one day. Adapted from: https://www.responsibletravel.com/holidays/flores

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Task 16: Answer the questions below by referring to text 3.

1. What is the text about? 2. Why did the writer visit Flores? 3. How many foreign volunteers did the writer meet?

4. How was the traditional market in Ende?

5. What did the writer get in the market?

6. Will the writer get back to Flores in the future?

7. What can you learn from the text above?

Task 17: What do you think of the local people’s attitude in Ende? What about the local people in your area/city, are they friendly to the visitors or tourists?

Task 18: Work in groups of four and follow the instruction below.

Instruction: 1. Visit one or two traditional markets in your village. 2. Take some interesting pictures of the market. 3. Write simple notes about your visit to the market. You can start with information about the name of the market, with whom you visit the market, and the time. Further, you can add information related to condition of the market, the seller, the buyer, or even the products sold in the market. 4. Write one or two sentences about your feeling or impression after visiting the market. 5. Post your work, both picture and notes to your social media and don’t forget to tag your teacher and friends to get their feedback.

Task 19: Read text 4 and find all the past verbs. Compare with your classmates’.

Text 4 Exploring the Monument National of Indonesia I went to Jakarta last month to attend my sister’s graduation ceremony. My parents did not come because they were in Saudi Arabia. During my stay, I visited some wonderful places. One of them was the National Monument of Indonesia or known as Monas. I visited Monas on my third day. As an icon of the city and a symbol of the struggle of Indonesian, Monas was a worthy place to visit. I arrived at 9 in the morning by taxi. I used this opportunity to enjoy the view and take some pictures. At first, I thought the people in a big city was not friendly, but it’s not true. Most people I met here were nice and friendly. Then, I went to the national history museum located around the monument. In this museum, I saw dioramas representing Indonesian history. When I saw how our heroes struggle to get our independence, I felt so proud of them and sent prayers for them. After visiting the museum, I wanted to go up to the top of the monument. Unfortunately, the lift was being repaired. Therefore, I decided to go back to my sister’s boarding house. However, I did not forget to buy some souvenirs like a miniature replica of Monas, a puppet of Ondel-ondel, and a wooden key chain. Overall, this visit was so impressive and I wanted to visit this monument again another time. Adapted from: https://www.indonesia.travel/fr/en/destinations

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Regular Verbs Irregular Verbs

Task 20 : Answer the questions below by choosing either a, b, c, or d.

1. What does the text tell us about? 4. Why did not the writer get to the top of the a. The writer’s experience when he went to Monas? Jakarta. a. It’s time to go to his sister’s boarding b. The writer’s experience when he house. attended his sister’s graduation b. The lift was broken. ceremony. c. The monument would be closed. c. The writer’s experience when he visited d. The ticket was already sold-out. Monas. 5. In paragraph 2, the word ‘opportunity’ has d. The writer’s experience when he guided the same meaning with ______the tourists in Monas. a. moment 2. When did the writer go to Jakarta? b. benefit a. Last week. c. role b. Last month. d. chance c. Last year. d. Last summer. 3. The writer bought the following souvenirs, EXCEPT ______a. A miniature replica of Monas b. A puppet of Ondel-ondel c. A handmade bag d. A wooden key chain

Task 21: Arrange these jumbled paragraphs into a good recount text by giving a number in each circle.

After we observed those things, we listened to the guide’s explanation about the history of Buton. One of the interesting parts was about the construction of the Buton Palace Fortress. We

listened seriously and wrote down important information. The guide gave us chances to ask

questions to get more information.

It was at 1 p.m. when we ended our tour. We were so satisfied. We get new knowledge about

the history of Buton. This tour made us appreciate the people who had a great role in our past

by maintaining and preserving the buildings and things they left.

Three months ago, my classmates and I had a trip to Buton Museum. We wanted to learn further about the history of Buton. We were accompanied by our history teacher. We left at 8 am. and arrive at 10.30 am. on a school bus. 210

First, before entering the museum, we listened to our guide about the rules during our visit to the museum. Next, we filled in the guest book and then entered the main building. The museum

has fascinating collections like porcelain earthenware, spear, sarong, copper appliances, and

many more. The collection looked clean, tidy, and well-maintained.

Let’s Learn More

CULTURAL FACT

Yogyakarta is one of the famous cultural centers of Java. The name of this city was taken from Hindu Epic, Ramayana’s city Ajodhya which means a city that is fit to prosper. It was the ruling city of Mataram in the 16th and 17th centuries.

At the present time, Yogyakarta Palace manages to preserve and maintain its fascinating traditional art and culture, for example, in this modern day, people of Yogyakarta still practice Grebeg tradition and have puppet shows or Wayang Kulit. It is often performed in big events as this show presents various moral values.

The people of this city are famous for their kindness and politeness. Even, when you visit the Palace you can find Abdi dalem who wears traditional clothes smiling to the visitors. In visiting the palace, you have to remember that you are not allowed to wear Batik Parang. This pattern is well known abroad but in Yogyakarta it can be worn by the royal and palace official only. Source: https://ohfact.com/interesting-facts-yogyakarta/

Task 22: Work in pairs and follow the instruction below.

In this unit, you have read recount texts about spending a holiday in some countries. Each country has its own culture that may be different from ours. Therefore, it will be wiser to look for information about the country that you want to visit, thus you can act appropriately in that country. Now, read the following instruction to complete this project. Instruction: 1. Find your dream tourist attractions to visit. It can be in Indonesia or abroad. You may choose one or two places. 2. Suppose that you will visit that place next month. So, you need to find detail information about the country. 3. Find the information about what should be done and should not be done in that country. 4. Make a simple report based on the following format and then send your work to your teacher’s WhatsApp number to get feedback.

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Tourist attraction Country Should do Should not do

Task 23: Have you ever visited a tourist attraction either in Yogyakarta or other cities? What did you do during your visit? How was your visit? Write a recount about your experiences in visiting the tourist attraction. Make the outline of your story below.

Orientation (who, what, I once visited… . when, where)

Event 1:

Event 2:

Series of events Event 3:

Event 4:

Reorientation (stating I felt… . personal comments about the events)

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Reflection

Answer the following questions based on what you feel about this unit.

5. In this unit I have learned ………………………………………………………………………... …………………………………………………………………………………………………….. ……………………… …………………………………………………………………………….. 6. The parts that I enjoyed the most …………………………………………………………………

…………………………………………………………………………………………………….. …………………………………………………………………………………………………….. 7. The difficulties that I found …….………………………………………………………………… …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. 8. The values that I’ve learned from this unit ………………………………………………... ……………………………………………………………………………………………. …………………………………………………………………………………………….

…………………………………………………………………………………………….

Summary

A Recount Text

You often need to tell other people about something that has happened in your life. You may have to tell about what you did yesterday. Speaking or writing about past events is called a recount. Recounts record a series of events in the order in which they occurred. A good recount text covers what happened, who was involved, where it took place, and when and why it happened.

Simple Past Tense

As mentioned before, one of the language features of a recount text is the use of simple past tense. The pattern of the simple past tense: (+) S + V2 + O (-) S+ did not + V1 + O (?) Did + S + V1 + O?

The common adverbs of time for this tense are yesterday, last week (month, year, night, etc.), two days ago (weeks, month, years), etc.

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Values that can be learned from this unit are:

1. Politeness Text 2 shows how the main character tried to be polite by giving tips to the waiter. However, each country has a different view on tipping. In South Korea, it’s considered rude but in other countries, it may be acceptable. Thus, when visiting a new country, ones have to read and learn what should be done and should not be done. It teaches the students to behave according to customs and manners prevailing in a certain society. 2. Curiosity Tasks 6 and 12 provide students opportunities to ask questions related to the explanation. The tasks make the students eager to know more about the text. Task 21 encourages students to look for more information of norms/etiquettes in a certain country that they want to visit. 3. Citizenship Text 3 shows how the local people view and treat the visitors in a humble and friendly way. It teaches the students to behave as a part of community. 4. Nationalism Text 4 presents how the character learn the Indonesian history and how the heroes struggle to get our independence. It teaches the students to learn our history and respect the heroes’ struggle. 5. Independence Task 23 encourages the students to be able to make their own decision and to write a simple recount text individually without the help from other students. It teaches the students not to depend on others for completing a task. 6. Fond of reading Task 22 requires the students to actively find and read information about the etiquettes of the country they want to visit. It teaches the students to take time and read various sources to enrich their knowledge.

Glossary

Word Pronunciation Indonesian amazing (adj) /əˈmeɪ.zɪŋ/ mengagumkan appliance (n) əˈplaɪ.ən t s/ peralatan apologize (v) /əˈpɒl.ə.dʒaɪz/ meminta maaf arrive (v) /əˈraɪv/ sampai, tiba astonished (adj) /əˈstɒn.ɪʃt/ heran binoculars (n) /bɪˈnɒk.jʊ.ləz/ teropong bustle (n) /ˈbʌs.l ̩/ sibuk city (n) /ˈsɪt.i/ kota clean (adj) /kliːn/ bersih clothes (n) /kloʊðz / pakaian cold (adj) /koʊld/ dingin combine (v) /kəmˈbaɪn/ menggabungkan copper (n) /ˈkɑː.pɚ/ tembaga creature (n) /ˈkriː.tʃə r / mahluk culture (n) /ˈkʌl.tʃə r / kebudayaan decide (v) /dɪˈsaɪd/ menentukan, memutuskan deem (v) /diːm/ mempertimbangkan different (adj) /ˈdɪf. ə r. ə nt/ berbeda diorama (n) /ˌdaɪəˈrɑː.mə/ diorama

214 directly (adv) /d a ɪˈrek t .li/ secara langsung divide (v) /dɪˈvaɪd/ membagi dozen (n) /ˈdʌz. ə n/ lusin earthenware (n) /ˈɜːr.θ ə n.wer/ tembikar enter (v) /ˈen.tə r / masuk excited (adj) /ɪkˈsaɪ.tɪd/ sangat gembira explode (v) /ɪkˈspləʊd/ meledak figure (n) /ˈfɪg.ə r / sosok, bentuk fortress (n) /ˈfɔː.trəs/ benteng graduation (n) /ˌgrædʒ.uˈeɪ.ʃ ə n/ kelulusan handicraft (n) /ˈhæn.dɪ.krɑːft/ kerajinan history (n) /ˈhɪs.t ə r.i/ sejarah humble (adj) /ˈhʌm.bl ̩/ rendah hati iconic (adj) /aɪˈkɒn.ɪk/ sangat populer, ikon, lambang impress (v) /ɪmˈpres/ mengesankan knowledge (n) /ˈnɒl.ɪdʒ/ pengetahuan left (adj) /left/ sebelah kiri look (v) /lʊk/ melihat luckily (adv) /ˈlʌk. ə l.i/ untungnya lunar (n) ˈluː.nə r / bulan magnificent (adj) /mægˈnɪf.ɪ.s ə nt/ luar biasa market (n) ˈmɑː.kɪt/ pasar memorable (adj) /ˈmem. ə r.ə.bl ̩/ mengesankan miniature (adj) /ˈmɪn.ɪ.tʃə r / miniatur neighborhood (n) /ˈneɪ.bə.hʊd/ lingkungan observation (n) /ˌɒb.zəˈveɪ.ʃ ə n/ observasi opportunity (n) /ˌɑː.pɚˈtuː.nə.t ̬i/ kesempatan overjoyed (adj) /ˌəʊ.vəˈdʒɔɪd/ sangat gembira park (n) /pɑːrk/ taman perfect (adj) /ˈpɜː.fekt/ sempurna porcelain (n) /ˈpɔː.s ə l.ɪn/ porselin refuse (v) /rɪˈfjuːz/ menolak replica (n) /ˈrep.lɪ.kə/ replika, tiruan represent (v) /ˌrep.rɪˈzent/ mewakili, menggambarkan role (n) /rəʊl/ peran rude (adj) /ruːd/ kasar, tidak sopan satisfied (adj) /ˈsæt.ɪs.faɪd/ puas scenery (n) /ˈsiː.n ə r.i/ pemandangan sign (n) /saɪn/ tanda solo (adj) /ˈsəʊ.ləʊ/ sendirian

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sometimes (adv) /ˈsʌm.taɪmz/ kadang-kadang souvenir (n) /ˌsuː.v ə nˈɪə r / tanda mata spear (n) /spɪr/ tombak spend (v) /spend/ menghabiskan spicy (adj) /ˈspaɪ.si/ pedas tidy (adj) /ˈtaɪ.di/ rapi, teratur unforgettable (adj) /ˌʌn.fəˈget.ə.bl ̩/ tidak terlupakan NOTES: You can learn more vocabularies by checking high-frequency words at: https://www.k12reader.com/subject/vocabulary/fry-words/

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UNIT 4 (MEETING PUBLIC FIGURES)

Let’s Start

Task 1: Task 1: In the previous unit, you have learned about the regular and irregular verbs.

Now, observe the word search puzzle below. In the puzzle, there are 10 regular and irregular verbs in the past tense. Work in pairs to find them as fast as possible. Write your answer on a piece of paper. Put your answer on the whiteboard or on a wall of your classroom as soon as you finish doing it. Those who can finish the earliest are the winners.

C M A B C O M E X Z A C W O V I E D I E D O B Z S E M I V G U E S S E D P U R I S A D D E D G A G S R E L I O K W O M A N I F R I O T O L O S T N O N E E D V E H A M P E R E D L D R E D S W T H O U G H T E O D D O E O I I N V I T E D K O L A L O W H O L E E N W K D P D L C A U S E I J O R O U G H T W H A R O O K A C C E P T E D W D I Y E R X V S T A R T E D O E O U W A N T E D E T T O D

Regular verbs Irregular verbs

______

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Task 2: Look at the pictures below and answer the questions beneath the pictures briefly.

Picture 1 Picture 2

Picture 3 Picture 4

1. Do you know the person in each picture above? 2. Have you ever met one of them? If yes, when and how? 3. If not, which one do you want to meet? Why do you want to meet him/her? What will you do if you meet him/her? 4. Have you ever met other public figures in your city? If yes, what can you tell about him/her?

Task 3: Match the following words to their Indonesian equivalent. Compare your work to your classmates’.

cloudy (adj) percaya diri commute (v) antri confident (adj) menerima crowded (adj) berawan honest (adj) ramai passport (n) jujur queue (n) paspor receive (v) berbicara sincere (adj) pulang-pergi kerja spoke (v) tulus

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Let’s Read

Do you still remember about a recount text in Unit 3? In the previous unit, the recount text focuses on experiences visiting tourist attractions, but this unit provides you recount texts related to experiences meeting famous public figures.

Task 4: Read text 1 and underline all the past verbs. Compare your work with your classmates’.

Text 1 Meeting the First Lady On a cloudy morning in Washington DC in 2017, my mother and I stood in line outside Barnes & Noble to meet the first lady Michelle Obama and receive a signed copy of her book, American Grown. First, a week prior to the meet and greet, we were required to queue at Barnes & Noble, each purchased a book and handed over our passports for screening; they would contact us if there was an issue with background checks. A crowded commute from Georgetown couldn’t lower our enthusiasm about meeting the first lady. Then, inside the bookshop, we waited for her arrival and a few moments later, she walked in, with confidence. She briefly spoke about the book and then thanked all of us for standing in the rain to meet her. Finally, I went up to meet her and told her I was a law student from Scotland. She asked if I was on vacation, to which I said I was, along with my mother. She asked us if we were enjoying the city and if we ‘had been to all the monuments and the White House’. I think she is very honest and sincere. Adapted from: https://www.theguardian.com/us-news/2017

Regular Irregular

Task 5: Answer the questions below by referring to text 1. 1. What is the text about? 2. Who is the writer of the text above? 3. What did the writer do in Washington DC? 4. What is the title of the book written by the First Lady? 5. How was the First Lady’s performance in the bookstore? 6. What can you learn from the text above?

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Task 6: Work in pairs and complete the following chart to find out the detail structure of text 1.

Parts of a recount text Purposes Summary from text Orientation to provide situation of the event (what, where, who, and when) A sequence of events to provide detail 5. information of the events in sequence 6.

Reorientation to express personal comments/impressions of the events

Task 7: Who is your favorite author? Have you ever met him/her? If yes, what did you do when you met him/her? Did you get his/her signature on your book? What do you feel after meeting your favorite author?

Task 8: Read the following explanation about Time Connectives and ask your teacher for more detail information.

TIME CONNECTIVES

In Unit 3, you have learned about the language features of a recount text. One of them is the use of time connectives. The time connectives are words or phrases which are used to tell a reader WHEN something is happening. They are sometimes called temporal connectives. The sample of time connectives include first, last, next, then, finally, eventually, this evening, last week, after a while, soon afterward, meanwhile These connectives often appear at the beginning of a sentence, which may also be the beginning of a paragraph. Example: This morning, I ate fried bananas for breakfast, then I had some blueberry pancakes. While taking the bus to school, I read my comic. Finally, we reached the school gates.

Task 9: Find the time connectives in Text 1 and then write a sentence of each. See the example.

Time connectives Sentences First First, I visited the website to check the requirement for the awardees.

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Task 10: Read Text 2 and answer the questions briefly.

Text 2 When I Met the King of Yogyakarta I got a fantastic chance to meet the King of Yogyakarta last week. My friend, Johan who works in the embassy asked me to accompany him to pick up the King of Yogyakarta, Sri Sultan Hamengkubuwono X in Edinburg Airport, Scotland's busiest airport. I was so lucky to have this chance as I have never met the King when I was in Yogyakarta. In fact, I came from Yogyakarta but I have stayed in Edinburgh for the past one year due to wining Chevening scholarship. I was studying Social Anthropology at the University of Edinburgh. At first, when I saw the King, I was amazed and proud of him as he did not dress fancily like other politicians did when they were in a foreign country. I tried to speak Javanese to the King but then Johan could not understand what we said. So, the King asked me to speak in Bahasa Indonesia. From the airport, The King wanted to enjoy the local restaurant before going to the hotel. After enjoying the foods, he talked about the meeting with the mayor, Frank Ross. The meeting was to discuss partnership related to urban planning and protection for cultural heritage buildings. He was so friendly and humble to talk to a commoner like me. The next day, we escorted the King to the Mayor’s office to attend the meeting. After the meeting, we accompanied the King to see the cultural heritage buildings in this city. On the way back to the hotel, we passed the statue of Adam Smith and suddenly The King told a joke about the changing color of the statue. The King said, ‘Look, the color is changing, do you know why? It’s because of kerokan as it’s so cold here.’ Then, he smiled and we all laughed together. During our way to the hotel, the King also told about his meeting with other LPDP scholarship awardees who come from Yogyakarta. He estimated that around 300 of 1000 awardees have graduated and come back to Yogyakarta. He also talked about a practical contribution to the nations and especially to Yogyakarta after receiving the scholarship. I thought I was so fortunate to be one of Chevening scholarship awardees and to meet the kind and humble King in this foreign country. Adapted from: http://www.tribunnews.com/internasional/2018/

1. What is the text about? 2. Where did the writer come from? 3. Why did the writer stay in Edinburgh? 4. Where did the writer pick up the King? 5. How did the writer get a chance to meet the King of Yogyakarta? 6. What did the King discuss with Frank Ross? 7. How did the King joke about the statue of Adam Smith? 8. How was the writer’s impression of the King?

Task 11: In your opinion, in what way, a senior high school student contributes to the city or nation?

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Task 12: Work in pairs and find the verbs indicating the past tense (Verb 2) in Text 2. Then, write a sentence for each verb. Look at the example.

Verb 2 Sentences saw I saw some students reading books in the library.

Task 13: Decide whether the statements below are true or false by referring to text 2.

No Statement True/False Reason 1. The writer is an awardee of Chevening scholarship. 2. The King of Yogyakarta enjoyed his vacation in Edinburg. 3. Johan is one of workers in Indonesian embassy. 4. The writer and Johan escorted the King directly from the airport to the hotel. 5. The King likes the statue of Adam Smith. 6. In total, 300 of LPDP awardees have come back to Yogyakarta.

Task 14: Look at the explanation of the main idea and topic of the text in Unit 2 and complete the following table. Look at the example.

Part of the text The topic The main idea A chance to meet the King I got a fantastic chance to meet the King of Paragraph 1 Yogyakarta. Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Paragraph 6

Task 15: Work in pairs and follow the instruction below.

Instruction: 1. Write your experience meeting the Yogyakarta King. If you have never met the king, you may refer to any experience meeting any famous public figure in your area/city. 2. Your writing has to cover the time, location, event, and your impression of the meeting. 3. Send your work to your teacher’s WhatsApp number to get feedback.

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Task 16: Use your Smartphones to scan the following codes, repeat the pronunciation of each word and find the Indonesian equivalent. The instruction on how to use the QR codes can be found in the Appendix.

Code 1 Code 2 Code 3 Code 4 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

Code 5 Code 6 Code 7 Code 8 Word:______Word:______Word:______Word:______Meaning:______Meaning:______Meaning:______Meaning:______

Task 17: Arrange these jumbled paragraphs into a good recount text by giving a number in each circle.

Then, a day before the competition, my team went to Jakarta by a train accompanied by our English teacher. After arriving at Jakarta, we directly went to the hotel. We stayed in a hotel close to the debate venue.

This debate meant so much for me, my team, and my school. Even, I could meet my favorite actress.

At first, I felt a bit nervous and worried about losing the debate. However, my English teacher motivated and supported my team and me. She initiated a training program so that my team was confident enough to join the competition. We practiced regularly.

I was selected to represent my school in an English debate competition in Jakarta last month. My school sent a team consisting of 4 students including me to join the competition.

In the morning, we went to the debate venue and were surprised by the presence of Maudy Ayunda. She was one of the adjudicators for this competition. She was my favorite public figure as she was a

smart and talented actress.

Actually, it’s not too surprising that she became the adjudicator as she has won some English debate

competitions and even, she got a Bachelor’s Degree in Philosophy, Politics, and Economics (PPE) from Oxford University. Her presence in this competition really encouraged and motivated me to do my best. The debate was so challenging and finally, my team got the runner-up. After receiving the present, I took a chance to approach her and I got her signature.

Adapted from: https://brainly.co.id/4877072#readmore

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Task 18: Answer the following questions briefly by referring to text in Task 17.

1. What is the text about? 2. What did the writer do in Jakarta? 3. How did the writer go to Jakarta? 4. Where did the writer’s team stay in Jakarta? 5. Why did the writer feel nervous? 6. Did the writer’s team win the debate? In which position? 7. What did the writer do when he/she met her favorite actress? 8. What can you learn from the text above?

Let’s Learn More

CULTURAL FACT Indonesia's motto "Unity in Diversity'" signifies the culture and ethnic diversity where the population lives in peace. As one of the most ethnically diverse societies, Indonesia consists of 1,300 ethnic groups. Each ethnic group has its own culture that might be different from another. One of Indonesia’s famous cultures is Batik. Batik Indonesia has been declared as Humanitarian Heritage by UNESCO on October 2, 2009. Since then, every October 2nd, Indonesia always commemorate National Batik Day. Here are some other cultural facts of Indonesian: 1. Indonesians are generally open and welcoming to everyone they meet. They often smile or greet the people, even to strangers. 2. Older people are highly respected in Indonesia. It’s not strange to see the difference in how Indonesians speak or behave to their elders and to those who are around their age. 3. Being sociable is one of many Indonesians ability. This attitude makes the whole community care for one another. It creates a strong bond between the people despite their differences. 4. Indonesians are very polite and courteous. The Indonesian and Javanese languages are full of euphemisms and vagueness. Source: https://theculturetrip.com/asia/indonesia

Task 19: Read the cultural fact above and follow the instruction below. You can work in groups of four.

Instruction: 1. Find and read information about your village at your village’s website (if any). If your village has no website, you can directly visit your village office and tell the staffs that you need some information related to the village for completing your English lesson project. 2. Ask information about the population, occupation, and the community’s tradition. 3. Write a simple report covering the name of your village, the population, occupation, tradition, and your impression after completing the information.

4. Send your report to your teacher’s WhatsApp. Your teacher will give you feedback and award the best report.

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Task 20: Look at the pictures below and imagine you have met two of the people in the pictures. Write your imaginative experience meeting two of them. You can work in pairs and your writing has to cover the place, time, events, and your feeling after the meeting. Look at the example.

1. In the last summer, I received an invitation from Queen Elizabeth II. The Queen invited all British Council scholarship awardees including me to attend a dinner. I was a bit nervous when I arrived at Buckingham Palace. I saw all the guests wearing formal clothes as stated in the invitation. The dinner was held in the ballroom of the Buckingham Palace. Before the Queen came into the room, one of the palace staffs told us that we should stop eating when the Queen stops. I felt lucky getting a chance to visit the palace and enjoy a dinner with the Queen.

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Task 21: Read the instruction below to complete this individual writing project.

Instruction:  Write a simple recount text containing three - five paragraphs.  The topic is meeting a public figure, either from Indonesia or abroad.  If you have not got any memorable experience meeting a public figure, you can create an imaginative recount text (as if you have met her/him)  You can re-check the generic structure and language feature of the recount text in Unit 3 or see the template on the right side of this instruction.  At the end of the text, add one more paragraph containing the values that you learned from him/her.  Put your work on the whiteboard so that you can get feedback from your teacher and classmates.

Reflection

How much have you learned from this unit? For questions 1-5, give a tick (√) to the suitable responses and write down your responses for questions 6 – 8 below. No. Aspects

(very much) (much) (little) 1. This unit gives me: new learning experiences. useful learning experiences. 2. I can understand the content of the text. 3. I can use time connectives in the text correctly. 4. I can use past tense in the text correctly. 5. I can write a simple recount text. 6. The most interesting activities in this unit …………………………………………………….. …………………………………………………………………………………………………. …………………………………………………………………………………………………. 7. The difficulties that I found in this unit ………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. 8. The values that I have learned from this unit………………………………………………….. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

Summary

TIME CONNECTIVES

Time connectives are words or phrases which are used to tell a reader WHEN something is happening. They are sometimes called temporal connectives. The sample of time connectives include

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first, last, next, then, finally, eventually, this evening, last week, after a while, soon afterward, meanwhile

These connectives often appear at the beginning of a sentence, which may also be the beginning of a paragraph.

Values that can be learned from this unit: 1. Honesty Task 2 is to build the students’ honesty. They have to answer the questions based on their true condition and feelings. It teaches students to always be trusted in words and actions.

2. Democracy Text 2 presents ideas on how the Yogyakarta King encouraged scholarship awardees to think about their contribution to the nations or city. It indicated that the King valued democracy by providing chances to the students to share their opinions equally. It teaches the students to think, behave, and act equally.

3. Trustworthiness Task 19 provides a sample of how a team should trust one another in order to be able to compete in competition well.

4. Justice Task 20 requires each student to work individually based on the instructions given. Each student has the same opportunities to select the picture they want and even they have equal responsibility to write their own imaginative texts.

Glossary Word Pronunciation Indonesian accompany (v) /əˈkʌm.pə.ni/ menemani adjudicator (n) /əˈdʒuː.dɪ.keɪ.tə r / juri attend (v) /əˈtend/ menghadiri awardee (n) /ə.wɔːrˈdiː/ penerima beasiswa before (adv) /bɪˈfɔː r / sebelum bookshop (n) toko buku /ˈbʊk.ʃɒp/ briefly (adv) ˈbriː.fli/ dengan singkat busy (adj) /ˈbɪz.i/ sibuk chance (n) /tʃæn t s/ kesempatan change (v) /tʃeɪndʒ/ mengubah cold (adj) /kəʊld dingin commute (v) /kəˈmjuːt/ pulang pergi competition (n) /ˌkɒm.pəˈtɪʃ. ə n/ lomba confidence (n) /ˈkɒn.fɪ.d ə n t s/ percaya diri contribution (n) /ˌkɒn.trɪˈbjuː.ʃ ə n/ kontribusi cultural (adj) /ˈkʌl.tʃ ə r. ə l/ kebudayaan debate (n) /dɪˈbeɪt/ debat drizzly (adj) /ˈdrɪz.li/ hujan rintik

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etiquette (n) /ˈet ̬.ɪ.kət/ etiket eventually (adv) /ɪˈven.tju. ə l.i/ pada akhirnya foreign (adj) /ˈfɒr.ən/ luar negeri fortunate (adj) /ˈfɔː.tʃ ə n.ət/ untungnya frantic (adj) /ˈfræn.tɪk/ kalut funny (adj) /ˈfʌn.i/ lucu genuine (adj) /ˈdʒen.ju.ɪn/ sungguh-sungguh heritage (n) /ˈher.ɪ.tɪdʒ/ warisan honest (adj) /ˈɑː.nɪst/ jujur humble (adj) /ˈhʌm.bl ̩/ rendah hati humid (adj) /ˈhjuː.mɪd/ lembab imaginative (adj) /ɪˈmædʒ.ɪ.nə.tɪv/ imaginatif, khayal insight (n) /ˈɪn.saɪt/ wawasan, pandangan king (n) /kɪŋ/ raja lady (n) /ˈleɪ.di/ wanita laugh (v) /læf/ tertawa law (n) /lɑː/ hukum matter (n) /ˈmæt ̬.ɚ/ perkara, persoalan mayor (n) /meə r / walikota nation (n) /ˈneɪ.ʃ ə n/ bangsa performance (n) /pəˈfɔː.mən t s/ penampilan politely (adv) /pəˈlaɪt.li/ dengan sopan practical (adj) /ˈpræk.tɪ.k ə l/ praktis presence (n) /ˈprez. ə n t s/ kehadiran program (n) /ˈprəʊ.græm/ program purchase (v) /ˈpɜː.tʃəs/ membeli receive (v) /rɪˈsiːv/ menerima reside (v) /rɪˈzaɪd/ terletak runner-up (n) /ˌrʌn.əˈrʌp/ nomor-dua scholarship (n) /ˈskɒl.ə.ʃɪp/ beasiswa smart (adj) /smɑːrt/ cerdas statue (n) /ˈstætʃ.uː/ patung support (v) /səˈpɔːt/ mendukung talented (adj) /ˈtæl. ə n.tɪd/ berbakat team (n) /tiːm/ tim temporal (adj) /ˈtem.p ə r. ə l/ sementara training (n) /ˈtreɪ.nɪŋ/ pelatihan venue (n) /ˈven.juː/ tempat worried (adj) /ˈwʌr.id/ cemas NOTES: You can learn more vocabularies by checking high-frequency words at: https://www.k12reader.com/subject/vocabulary/fry-words/

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UNIT 5 (READING FAMOUS FOLKTALES)

Let’s Start

Task 1: Look at the pictures below and answer the questions briefly.

Picture 1. Picture 2. 1. Are you familiar with the pictures above? 2. What can you tell about the pictures above? 3. Do you know the character in the pictures above? Who are they? 4. What is the suitable title for the story presented on the pictures above? 5. Where does the story come from? 6. Do you know any similar story from your city/country? What is the title? Who are the characters?

Task 2: Complete the crossword puzzle below.

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Across: Down: 3. a girl who is famous for her glass slipper 1. a female lead character who drinks poison 4. a male lead character of Ramayana 2. a princess who is cursed into a statue 7. a man who robs the rich to help the poor 5. a monkey hero in Ramayana 8. a prince who is cursed into a beast. 6. a female lead character of Ramayana

Task 3: Work in pairs and follow the instruction below.

Instruction: 1. Find some stories that are passed down from generation to generation in your city/village. 2. Write down the title, character, and setting or location of the story. 3. What do you think of the story? 4. Put the result of your work on the whiteboard so that the other groups can read it and give their comment.

Task 4: Read the words below and match them with their Indonesian equivalent. Compare your work with your classmates’.

Words Indonesian prosperous (adj) jerami contrast (n) menyerang attack (v) perbedaan devastation (n) sangat marah defeat (v) kehancuran except (adv) mengalahkan supernatural (adj) kecuali straw (n) makmur burn (v) supranatural dawn (n) membakar furious (adj) pembantu maid (n) fajar

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Let’s Read

Task 5: Look at the picture below and read Text 1 to answer the questions.

Text 1 Roro Jonggrang Once upon a time, there were two neighboring kingdoms in Java, Pengging and Boko. Pengging was prosperous and wisely ruled by Prabu Damar Moyo who had a handsome son named Bandung Bondowoso. By Orientation contrast, Boko was ruled by a cruel king named Prabu Boko. Prabu Boko had a beautiful daughter named Roro Jonggrang.

Prabu Boko wanted to expand his kingdom, and so he trained his army and risen taxes for attacking Pengging. His army attacked Pengging. This attack caused devastation on both sides. Then, Prabu Damar Moyo sent his son, Bandung Bondowoso to fight Prabu Boko. After a furious battle, Prabu Boko was killed by the prince’s supernatural powers. As the prize, Bandung Bondowoso occupied his palace. There, he was fascinated by the beauty of Roro Jonggrang and meant to take her as his wife.

Roro Jonggrang had no other choice except to take Bandung Bondowoso's proposal. She Complication was afraid of being killed if she refused. Then, she made a requirement for his proposal. She asked him to build a thousand temples in one night only. It was meant to fail Bandung Bondowoso, so he could never marry her. Yet, Bandung Bondowoso agreed. He was a strong man and he has supernatural army. On the appointed day, he began to build the temple helped by his army.

Roro Jonggrang did not expect that her impossible requirement was nearly finished. Feeling afraid, Roro Jonggrang asked her maids to burn straws in the east side and to pound rice. She wanted to trick Bandung Bondowoso and his army that the night was over. Seeing the dawn light from the east and hearing the sound of women pounding rice, he felt it was morning already, so he stopped his work. He began to count the temples and found there were only 999 temples. Bandung Bondowoso failed to complete the works.

The prince was furious when he learned of this deception and cursed Roro Jonggrang into a statue. Then suddenly she turned into a statue for completing her requirement for their Resolution marriage. Adapted from: https://templeszone.com/prambanan

1. What can you tell about the picture above? 2. Who is the female character in the picture above? 3. Who is the male character in the picture above? 4. What was the male character doing? 5. Do you know the name of the temple showed on the picture above? Have you ever visited the temple? What can you tell about the temple?

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Task 6: Answer the following questions briefly by referring to Text 1.

1. What is the text about? 2. Who is Bandung Bondowoso? 3. What is the main idea of the second paragraph? 4. Why did Prabu Boko attack Pengging? 5. How is the character of Prabu Boko? 6. How did Bandung Bondowoso fulfill Roro Jonggrang’s requirement? 7. Why did Roro Jonggrang ask her maids to burn straws? 8. Did Bandung Bondowoso manage to build 1000 temples on time? 9. What are the moral values of the story?

Task 7: What do you think of Roro Jonggrang’s tricks in cheating Bandung Bondowoso? If you were Roro Jonggrang, would you do the same? Why?

Task 8: Text 1 is a narrative text. Scan the QR codes below, then read and summarize the definition, generic structure, and language features of the narrative text in the provided table. The instruction on how to use the QR codes can be found in the Appendix.

NARRATIVE TEXTS Definition A narrative text is ….

Generic structure Orientation:

Complication:

Resolution:

Language features

Activity 10

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Task 9: Read Text 2 and fill in the blanks by changing the words in the brackets into the correct forms. Look at the example.

Text 2 Romeo and Juliet A long time ago, there 1) __were__ (be) two great families living in a beautiful city called Verona, Italy. They were the Capulet and Montague families. They often 2) ______(involve) in a fight for a quite long time. One day, the Capulet celebrated his daughter’s 17th birthday. His daughter was called Juliet. She is a pretty girl. Juliet’s father made a big birthday party because he also wanted to introduce Valiant Paris to Juliet. His father wanted Paris to be his son-in-law. On the night of the party, Romeo, a young handsome man from Montage 3) ______(see) the party. Then, Romeo suddenly wanted to get into the party. He entered into the Capulet family’s party secretly. Romeo 4) ______(come) and 5) ______(enjoy) the party. He saw a pretty girl. He was fascinated by her beauty. Romeo tried to talk to the girl. She was Juliet. Since the meeting, Romeo and Juliet were madly in love. They met secretly to keep their relationship from their families. It was because they 6) _____ (know) that their family would not approve their relationship. One day, there was a fight between Mercutio, a member of the Montague family with Tybalt from Capulet. This fight caused Mercutio dead. Romeo was angry because Mercutio was his good friend. Then, Romeo 7) ______(kill) Tybalt for revenge. This 8) _____ (make) the relationship between Montage and Capulet family heated up. Romeo was punished and not allowed to return to Verona. As a result of his actions, Romeo parted with Juliet. Juliet 9) _____ (be) so upset as she could not reject the marriage proposal from Valiant Paris. Juliet was forced to get married as soon as possible. She tried to tell Romeo that she would stop the wedding. She asked her friend to send a letter about her plan to Romeo. She 10) ______(pretend) to be dead and asked Romeo to pick her up after 3 days of the obituary. Then, Juliet drank poison to make her sleep for 3 days. This plan worked and eventually the marriage can be 11) ______(cancel). On the other hand, Juliet’s friend could not reach Romeo so that he did not receive the letter. Romeo who was outside Verona heard about Juliet’s marriage. He went to Verona to stop the wedding. And when he arrived at Verona, Romeo 12) ______(find) that Juliet died. Then Romeo got into the church to see Juliet. He felt so guilty for leaving Juliet and then he took the poison and lying next to Juliet. When the effect of sleeping pills was over, Juliet woke up and saw Romeo dead. Juliet was sad and then she 13) ______(follow) Romeo by stabbing a knife in her heart. Finally, they were both dead by bringing their love. Adapted from: https://www.folger.edu/romeo-and-juliet

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Task 10: In Text 2, there are words that describe the characters and setting of the story. Find them and write down the result in the table.

Character Setting - Juliet, a pretty girl from the Capulet - Verona, Italy family - at the party - Romeo, a handsome man from the - Montague family ------

Task 11: In Text 2, there are also words telling us what happen. These words are verbs and written in the past form. Now, underline the verbs in the past form (V2) from the text.

Task 12: Work in pairs and complete the following chart to find out the structure of the story about Romeo and Juliet.

Parts of the story Details The begining of the story covering who, when, and where (orientation)

The problems in the story (complication)

The ending of the story (resolution)

Task 13: Answer the questions briefly by referring to Text 2.

1. What is the text about? 2. Where did the story take place? 3. How long did the Capulet and Montague families involve in a fight? 4. Where did Romeo and Juliet meet for the first time? 5. Why did Rome have to go out of Verona forever? 6. What did Juliet do to stop her wedding with Valiant Paris? 7. How did Romeo react to Julia’s death? 8. What do you think about Romeo’s decision to take the poison? 9. What are the moral values of this love story?

Task 14: Do you agree with the tragic ending of Romeo and Juliet story? Why? In your opinion, what should Juliet do to avoid this tragic ending?

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Task 15: Look at the picture below and read Text 3 to answer the questions.

Text 3 Malin Kundang A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby. Malin Kundang was a healthy, diligent, and strong boy. He usually went to the sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town. One day, when Malin Kundang was sailing, he saw a merchant’s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life. He left his mother alone. Many years later, Malin Kundang became wealthy. He had a huge ship and a lot of crews who worked loading trading goods. He was also married to a beautiful woman. When he was sailing on his trading journey, his ship landed on the coast near a small village. The local people recognized that it was Malin Kundang, a boy from the area. The news ran fast in the town; “Malin Kundang has become rich and now he is here”. An old woman, who was Malin Kundang’s mother, ran to the beach to meet the rich merchant. She wanted to hug him to release her sadness about being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. She had begged Malin Kundang to look at her and admit that she was her mother. But he kept refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that, he ordered his crews to set sail to leave the old woman who was then full of sadness and anger. Finally, feeling furious, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize to her. Malin Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small island. It was really too late for him to avoid his curse; he had turned into a stone. Adapted from: https://en.tempo.co/read/509178

1. What can you tell about the picture above? 2. Can you mention the characters in the picture above? 3. How many people are there in the picture above? 4. What is the color of the ship on the picture? 5. Who is the woman on the sheep? 6. Who is the woman wearing green clothes? 7. How is the weather shown in the picture? 8. How do the people in the picture dress?

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Task 16: Answer the questions briefly by referring to Text 3. 1. What is the text about? 2. Why did Malin Kundang and his mother have to live hard? 3. How was Malin Kundang’s character? 4. How did the merchant allow Malin Kundang to join him in the sail? 5. How did the local people react when they saw Malin Kundang landing on the coast? 6. What did Malin Kundang’s mother do when she heard that his son landed on the coast? 7. What made Malin Kundang’s mother sad and angry? 8. What did she do when Malin Kundang denied that she was his mother? 9. How did the curse happen? 10. What is the moral of the story?

Task 17: In your opinion, what should Malin Kundang do when he returned from sailing? How should he treat his mother?

Task 18: The text about Malin Kundang is a narrative text. As mentioned before, the text structure of a narrative includes orientation, complication, and resolution. Discuss with a partner the answer to the following questions.

1. When and where did the story happen? ______2. Who were invovled in the story? ______3. What event started the plot of the story? ______4. What happened next? ______5. What makes the problem in the story get more complicated? ______6. What is he climax of the story? ______7. Was there any resolution of the story? ______8. Was there any conclusion or message of the story? ______

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Task 1 9: Look at the excerpt of text 3 below. Pay attention to the words written in bold.

A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby.

One day, when Malin Kundang was sailing, he saw a merchant’s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed and left his mother alone.

Many years later, Malin Kundang became wealthy. When he was sailing on his trading journey, his ship landed on the coast near a small village. The local people recognized that it was Malin Kundang.

Malin Kundang’s mother ran to the beach to meet the rich merchant. She wanted to hug him to release her sadness about being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. After that, he ordered his crews to set sail to leave the old woman who was then full of sadness and anger. Finally, she cursed Malin Kundang and he was thrown out to a small island and turned into a stone.

As mentioned before, a narrative text often uses the simple past tense. The pharses in the bold type are called adverb of time for past tense. The adverb of time is to show the time signals of the events that happened in the past. Write the adverb of time that you see in the excerpt on the list below. Look at the example.

Example: a long time ago.

1. ______2. ______3. ______4. ______5. ______6. ______7. ______

Task 20: Now, try to find other adverbs of time for the simple past tense. You can refer to any sourc es such as books or internet.

1. ______2. ______3. ______4. ______5. ______6. ______7. ______

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Let’s Learn More

CULTURAL FACT

A folk tale is a popular story that was passed on from one generation to the next. Usually, the author is unknown and there are often many versions of the tale. It comprises fables, fairy tales, old legends, and even 'urban legends'. The popularity of folk tales comes from their imaginative characters, supernatural elements, focus on action, simple sense of justice, happy endings, and the values inherent in them. There are some famous folktales in the United States and the United Kingdom: 1. Bloody Mary 2. Goldilocks and the Three Bears 3. Jack and the Beanstalk 4. The Wise Princess 5. Hansel and Gretel 6. Little red riding hood You can find and read more folktales and the complete stories by accessing: https://www.worldoftales.com/browse_all_folktales.html

Task 21: You have read the story of Roro Jonggrang, Malin Kundang, and Romeo and Juliet. Now, work in pairs to find other famous stories in your area/city/village. Summerize the result on the table below.

Title Setting and Conflict Resolution Values learned character from the story

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Task 22: All the stories you have read in this unit have a tragic ending. However, each story may have a different ending. Work in groups of four and follow the instruction below. Instruction: 1. Select two of the following stories. 2. Read and discuss the stories that you have selected. These stories are quite famous so you may have known both the plot and ending. However, here you can write the ending in a different version based on your group discussion. 3. Write one paragraph for each selected story (around 100 – 150 words). 4. Write the moral values that you can learn from the story. No Text 1. Once upon a time, there was a handsome prince living in a beautiful castle. One rainy dark night, an old and ugly woman came to his castle. The prince didn't like her and sent her away. Then, suddenly she turned into a beautiful fairy. She cast a spell over the prince and his castle. Then, the prince became a beast. Of course, he was no longer good looking and all his servants turned into furniture. One day, an old man named Maurice stopped by the castle. It was raining heavily that he decided to get into the castle. When the beast saw him, he captured him. Some days later, Maurice's daughter, Belle got worried as his father did not come back to their home. She started looking for him. Finally, she arrived at the castle and saw her father there. She was surprised finding that there was a beast who arrested his father. 2. Once upon a time, an old widow wanted to have a daughter to accompany her in the village. Knowing her wish, a giant visited her house. He gave her a cucumber seed. He told the old widow that there will be a baby inside the cucumber. The giant promised to come back for the baby once she turned sixteen. The old widow planted the seed in her yard. By the next morning, a cucumber grew. Three months later, she harvested the cucumber. She cut the cucumber and found a baby girl inside. The old widow was so happy and named her Timun Mas. Day by day, Timun Mas grew into a beautiful girl. The widow remembered what the giant had warned her. So, when Timun Mas turned sixteen, the widow told her to run into the jungle with a bag of salt. “You must not let the giant catch you,” the widow cried out as Timun Mas ran into the jungle. 3. Once upon a time, there was a beautiful princess named Kadita. Because of her beauty, she was called Dewi Srengenge. Her father, King Munding Wangi was not happy even though he got a beautiful daughter because he always expected to have a son. Then, the king decided to marry Dewi Mutiara. He had a son from her. Dewi Mutiara wanted her son to become a king in the future. So, she asked the King to send his daughter away. Of course, the king did not agree. Dewi Mutiara called a black wizard to curse Kadita. She wanted Kadita’s beautiful body full of ulcer. Then, her wish became true. Kadita got sick and her body was full of ulcer and smelled bad. She cried and his father felt sad as no one could cure his daughter’s illness. The king did not want her daughter to be a rumor so he sent her away. She did not know where to go and did not have any bad feeling about her stepmother. She walked for almost seven days and seven nights. Then, she came to the Southern Ocean. The ocean was so clean and clear. She jumped into the water and swam. 4. A long time ago, a widow lived in a village. She had a son called Jaka Tarub. Every day, Jaka Tarub went to a forest collecting some woods and hunting. One day, when Jaka tarub went to the forest, he heard women’s sounds from a river near the forest. So, he came closer to the river and saw seven girls were taking a bath. After the girls were finished, they took their shawl and flew to the sky through a rainbow. He was amazed finding out that they were fairies. On the next day, Jaka Tarub went back to the river. He had an idea. When the fairies were taking bath in the river. He stole one of the fairies’ shawl. After finishing taking a bath, Nawang Wulan could not find her shawl. Her friends had to go back to heaven. So, they left her. Nawang Wulan cried and

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then Jaka Tarub approached her and invited her to stay at his house. Finally, they got married and had a baby girl. As a fairy, Nawang Wulan had spiritual power. When cooking, she only needed a small portion of rice but then her cattle was full of rice. But the cattle lid should not be opened before it had done. One day, Jaka Tarub was really curious. He opened the lid before it had done. Consequently, Nawang Wulan’s spiritual power disappeared. She had to cook as an ordinary woman. She needed more rice than usual. The stock of rice in the barn reduced rapidly. Then one day, when she took rice in the barn, she found her shawl hidden by Jaka Tarub. 5. Once upon a time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, the eggs cracked and some cute little ducklings appeared. However, the largest egg had not cracked. The mother duck sat again on it for several days. Finally, it cracked and a big ugly duckling came out. The mother duck looked at him in surprise. He was so big. He didn't look like the others at all. He was like a turkey When the mother duck brought the children to the pond for their first swimming lesson, the big duckling splashed and paddled about just as nicely as the other ducklings did. "He is not a turkey chick. He is my own son and quite handsome" the mother said proudly However, the other animals didn't agree. They made fun of him day by day. Even his own sisters and brothers were very unkind saying that he is so ugly. The little poor duckling was very unhappy. "I wish I looked like them," he thought to himself. One day, the ugly duckling run away and hid in bushes. The sad duckling lived alone through the cold and snowy winter. When the spring flowers began to bloom, he swam in the pond. He saw three large white swans swimming toward him. "Oh, dear, these beautiful birds will laugh and mock me too,” he said to himself.

Task 23: Select one title of stories listed in Task 21 and write the complete version of that story. Your story should cover orientation, complication, and resolution.

Reflection

Answer the following questions based on what you feel about this unit.

9. In this unit I have learned ………………………………………………………………………... …………………………………………………………………………………………………….. ……………………………………………………………………………………………………..

10. The parts that I enjoyed the most were …………………………………………………………… …………………………………………………………………………………………………….. ……………………………………………………………………………………………………..

11. The difficulties that I found were …………………………………………………………………

…………………………………………………………………………………………………….. …………………………………………………………………………………………………….. 12. The values that I’ve learned from this unit were …………………………………………... ……………………………………………………………………………………………. …………………………………………………………………………………………….

…………………………………………………………………………………………….

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Summary

A Narrative Text

A narrative text is a fiction story in the form of fairy tales, legends, myths, fables, and short stories. Generally, the purpose of a narrative text is not only to entertain the readers but also to encourage the readers to learn the moral values from the story. It also introduces the culture of a certain country. The generic structure includes: a) Orientation: where and when the story happened and introduces the participants of the story: who and what is involved in the story; b) Complication: tells the beginning of the problems which leads to the crisis (climax) of the main participants; and c) Resolution: provides the solution of the crisis, either in a happy or sad/tragic ending. The language features: the use of past tense, the use of action verbs, and the use of temporal conjunction.

PAST TENSE

SIMPLE CONTINUOUS (+) S + V2 + O S + was/were + V-ing + O E.g.: She asked her maids to burn straws. E.g.: They were expanding his territory. (-) She did not ask her maids to burn straws. They were not expanding their territory. (?) Did she ask her maids to burn straws? Were they expanding their territory?

Values that can be learned from this unit are:

1. Honesty Text 1 shows how the female lead character cheated someone. As a consequence, she got a tragic ending as she was cursed into a statue. Text 3 shows how the main character’s fate after lying about his mother and treated his mother badly. It teaches students to be an honest person and to treat a mother well, no matter how she is. As a mother is the one who has brought us to this and struggled to raise us to be a better person. 2. Curiosity Tasks 8 and 21 provide students a great opportunity to ask questions related to the explanation. It encouraged the students to learn more about the text. 3. Trustworthiness Text 2 presents how the main lead character trusted her friends to deliver her letter that means so much for her life. It teaches the students how someone trusted her friend. 4. Respect Text 2 presents how hatred and anger can be destructive. Both families did not respect each other and finally lost their children because of their hatred and anger. Task 22 contains a text presenting a good lesson that is not to judge people by their appearance. It teaches the students to respect one another. 5. Caring Task 22 consists of a text showing how a daughter took care of her father and how they sacrificed for one another no matter how rough the situation may be. It teaches the students that people should show kindness and concerns for others. 6. Democracy Task 22 provides students the same opportunity to share and listen to others’ views/ideas about the ending for provided stories. It teaches the students to listen to others and provide others chances to express their opinions.

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Glossary

Word Pronunciation Indonesian advertisement (n) /ˈæd.vɝː.taɪz.mənt/ iklan archer (n) /ˈɑːr.tʃɚ/ pemanah arrow (n) /ˈer.oʊ/ anak panah attack (v) /əˈtæk/ menyerang battle (n) /ˈbæt.l ̩/ pertempuran, peperangan between (adv) /bɪˈtwiːn/ diantara burn (v) /bɝːn/ membakar capture (v) /ˈkæp.tʃə r / menangkap catch (v) /kætʃ/ menangkap cheat (v) /tʃiːt/ menipu/bermain curang condition (n) /kənˈdɪʃ. ə n/ kondisi contrast (n) /ˈkɑːn.træst/ perbedaan dawn (n) /dɑːn/ subuh, fajar deception (n) /dɪˈsep.ʃ ə n/ kecurangan defeat (v) /dɪˈfiːt/ mengalahkan, menggulingkan desire (v) /dɪˈzaɪə r / keinginan devastation (n) /ˌdev.əˈsteɪ.ʃ ə n/ kehancuran drag (v) /dræg/ menyeret, memaksa escape (v) /ɪˈskeɪp/ melarikan diri excellent (adj) /ˈek.s ə l. ə nt/ unggul famine (n) /ˈfæm.ɪn/ kelaparan fascinated (adj) /ˈfæs.ɪ.neɪ.tɪd/ mengagumkan furious (adj) /ˈfjʊ ə .ri.əs/ geram, sangat marah hear (v) /hɪr/ mendengar hysterically (adv) /hɪˈster.ɪ.kli/ dengan histeris immediately (adv) /ɪˈmiː.di.ət.li/ dengen seketika informer (n) /ɪnˈfɔː.mə r / pelapor late (adj) /leɪt/ terlambat let (v) /let/ mengizinkan live (v) /lɪv/ tinggal, hidup, langsung maid (n) /meɪd/ pelayan mistake (n) /mɪˈsteɪk/ kesalahan nobleman (n) /ˈnəʊ.bl ̩.mən/ orang bangsawan occupy (v) /ˈɒk.jʊ.paɪ/ menempati party (n) /ˈpɑːr.t ̬i/ pesta persuasion (n) /pəˈsweɪ.ʒ ə n/ bujukan poison (n) /ˈpɔɪ.z ə n/ racun poor (adj) /pʊr/ miskin prosperous (adj) /ˈprɒs.p ə r.əs/ makmur prove (v) /pruːv/ membuktikan rob (v) /rɒb/ merampok servant (n) /ˈsɜː.v ə nt/ pelayan sheriff (n) /ˈʃer.ɪf/ kepala polisi daerah ship (n) /ʃɪp/ kapal supernatural (adj) /ˌsuː.pəˈnætʃ. ə r. ə l/ gaib

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thunderstorm (n) /ˈθʌn.də.stɔːm/ hujan badai treaty (n) /ˈtriː.ti/ pakta, perjanjian wait (v) /weɪt/ menunggu warn (v) /wɔːrn/ memperingatkan willing (adj) /ˈwɪl.ɪŋ/ bersedia wind (n) /wɪnd/ angin winner (n) /ˈwɪn.ə r / pemenang NOTES: You can learn more vocabularies by checking high-frequency words at: https://www.k12reader.com/subject/vocabulary/fry-words/

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UNIT 6 (EXPLORING FAMOUS FOLKTALES)

Let’s Start

Task 1: Look at the picture below and answer the questions briefly. 1. What can you tell about the picture? 2. How many people are there in the picture? 3. What stories are showed by the picture? Where does the story come from? 4. Could you identify the characters in the stories showed by the picture? 5. Do you know some famous stories from your city?

Task 2: Find the titles of Indonesian folktales below. Look at the example.

T Y C X F G H T U D F G J G M

I N K E O N G M A S S N A N A

M J U O N M F X O A I Z K A N

U Q R R U D Z S D L R F A R D

N V U N A Y E N G F H V T G E

M H M W M S U L X M V L A G A

A A M R Q K A S A F I N R N N

S R T G N Z S K Q R U W U O D

S C P I R S A M G P A P B J E

X R O R O J O N G G R A N G L

T A N G K U B N P E R A H U U

M O T G W X S R U W A T N A M

S A N G K U R I A N G J U R U

S R Q W T N K S Y X M C G L T

N Q X C I N D E L A R A S R M

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Task 3: Your teacher will play a video. Watch the video and you may write important information you find from the video. Source of the video: https://www.youtube.com/watch?v=IZnQGPTZX9U

Task 4: Look at the following pictures and arrange them into the appropriate order by referring to the video.

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Task 5: Complete the following table by referring to the video.

Notes: you have learned about a narrative text in the previous unit. The video you have watched showing a spoken narrative text. However, it has the same structure and language features as a written narrative text. You can look at the explanation about the narrative text in the previous unit before completing this activity.

Best title for the story in the video

Orientation: The characters and setting

Complication

Resolution

Moral values

Task 6: Work in groups of four and complete the following table. Two students of each group find the Indonesian equivalent for the words in Table A and the other two students look for the

Indonesian equivalent of those in Table B. Compare your work to other groups’.

Table A Table B Words Indonesian Words Indonesian cave (n) caught (v) decided (v) danger (n) evil (adj) find (v) follow (v) golden (adj) heard (v) jar (n) jealous (adj) merchant (n) magic (adj) poor (adj) pretend (v) prison (n) quantity (n) save (v) rich (adj) shortly (adv) thieve (v) suddenly (adv) turn (v) treasure (n)

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Let’s Read

Task 7: Look at the picture below and read text 1 to answer the questions.

Text 1 Ali Baba Once upon a time, two brothers from a poor family lived in Persia. They were Kassim and Ali Baba. Kassim married a rich wife. On the other Orientation hand, the wife of Ali Baba was poor. They lived in a small cottage. He maintained his family by cutting wood. One day, Ali Baba was cutting firewood in the forest. He saw a group of thieves bringing their loot. He hid up on a big tree. In his hiding, he could Complication see the captain of the thieves opened and closed a magical door of a cave by saying ‘Open Sesame.’ After they left, he went to the cave and uttered the magic words. Suddenly a big amount of money and golden treasures were found. He took some of them and went back home. He became a rich man and his brother was really jealous of him. He wanted to know how he could get such a lot of money. Therefore, he insisted Ali Baba tell his secret. The next morning, Kassim went to the cave, taking a donkey with him to take as much treasure as possible. He entered the cave Complication with the magic words. But in his greed and excitement over the treasure, he forgot the words to get out. The thieves found him there and kill him. As his brother did not come back, Ali Baba looked for him. He found his body quartered displayed on the cave's entrance. Ali Baba brought the body home and he trusted Morgiana, a clever slave-girl from Kassim's household to make others believe that Kassim died a natural death. First, Morgiana purchased medicines saying for treating Kassim’s ill. Then, she found an old tailor known as Baba Mustafa. He was Complication blindfolded and led to Kassim's house. There, overnight, the tailor stitched the pieces of Kassim's body back together. Ali Baba and his family were able to give Kassim a proper burial without anyone suspecting anything. Finding the body gone, the thieves realized that another person must know their secret and they wanted to track him down. One of the thieves went to the town and came across Baba Mustafa, who mentioned that he had just sewed a dead man's body back together. Realizing the dead man could be Complication their victim, the thief asked Baba Mustafa to lead the way to the house where the deed was performed. The tailor was blindfolded again and he was able to retrace his steps and found the house. After finding Ali Baba’s house, a plan to kill Ali Baba was made. The thief pretended to be an oil merchant in need of Ali Baba's hospitality, bringing thirty-eight oil jars, one filled with oil, and the others were for hiding his crew. Morgiana discovered the plan, so she killed the 37 thieves in their oil Complication jars by pouring boiling oil into the jars. When the captain came to wake his crew, he discovered they were all dead so he directly escaped. The next morning, Morgiana told Ali Baba about the thieves in the jars. Ali Baba buried them and showed his gratitude by giving Morgiana her freedom. However, after some time the thief established himself as a merchant and became a friend of Ali Baba's son who was now in charge of the late Kassim's business. Then, the thief was invited to dinner at Ali Baba's house. The thief was recognized by Morgiana, who performed a dance with a Resolution dagger and stabbed it into his heart. At first, Ali Baba was angry, but when he found out that he was the one who wanted to kill him, he felt relieved and asked Morgiana to marry his son. Ali Baba was then left as the only one knowing the secret of the treasure in the cave. Adapted from: https://www.gradesaver.com/the-arabian-nights

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1. What can you tell about the picture above? 2. What was the man on the tree doing? 3. Why there were so many people gathered in front of the cave? 4. Can you find any animal on the picture? What animal is it? 5. How do the people on the picture dress? 6. Do you know other countries whose people have similar clothes as shown in the picture?

Task 8: Work in pairs and answer the questions below by referring to text 1.

1. What is the text about? 2. Who are the main characters described in the story? 3. Where did the story take place? 4. How is Ali Baba’s character? 5. What do you think about Kassim’s death?

6. What did Ali Baba do after knowing his brother’s death? 7. What did Morgiana do to help his master? 8. What are the moral values of the story?

Task 9: In your opinion, does the story of Ali Baba have a happy ending or sad ending? Why?

Task 10: Decide whether the statements below are false or true by referring to text 1.

No Statement True/False Reason 1. ‘Open Sesame’ is the password to enter the cave. 2. Ali Baba entered the cave and found the thieves counting their money and gold. 3. Ali Baba’s brother did not tell the thieves about how he found the cave. 4. Ali Baba’s brother tried to catch the thieves. 5. The thieves’ plan to kill Ali Baba did not work well.

Task 11: Read the following explanation about passive and active voices.

Active and Passive Voices In Text 1, you can find the following sentences: - Suddenly a big amount of money and golden treasures were found. - A plan to kill Ali Baba was made.

Those sentences are called passive voices in the form of past tense. In the active voice, the subject performs the action, for example Harry brought some books. The sentence can be changed into a passive voice by adding to be + past participle/V3 and (by + O). The passive form: Some books were brought by Harry.

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More samples of passive voices can be seen in the following table. Active Voice Passive Voice Formula = S + V2 + Object Formula = S + to be + past participle/V3 + (by + O) My mother read the novel in one day. The novel was read by my mother in one day. He bought a new car. A new car was bought by him. They painted the entire house. The entire house was painted by them. Alex posted a video on Facebook. A video was posted on Facebook by Alex.

Task 12: Work in pairs and change the sentences below into passive voices. Look at the example. 1. I thought someone followed us. Passive: I thought we were followed by someone. 2. He was writing a book. ______3. The police had arrested the thief. ______4. The girl next door bought a bucket of red roses. ______5. The teachers informed the students that the class had been canceled. ______

Task 13: Find the sentences indicating passive and active voices in Text 1.

Active Passive

Task 14: Match the words below with their Indonesian equivalent. Look at the example..

Word Indonesian archer (n) menangkap arrow (n) baik sekali, unggul catch (v) bangsawan cheat (v) pemanah excellent (adj) membuktikan informer (n) pelayan nobleman (n) menipu prove (v) pelapor rob (v) memperingatkan servant (n) merampok warn (v) panah

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Task 15: Read text 2 and answer the questions briefly.

Text 2

Robin Hood

A long time ago, a man called Robin Hood lived in Sherwood Forest. When he was a kid, he had been cheated by a few noblemen. Since then he had decided that he would rob the rich and give what he got to the poor. The Sheriff of Nottingham had made an advertisement that he would give rewards for capturing Robin Hood. However, nobody had ever caught him. It was because Robin Hood had a number of friends who acted as informers. When the Sheriff had a plan to arrest him, they would inform him.

Many rich people were scared of going through Sherwood Forest because they knew that Robin Hood would rob them. The Sheriff couldn’t stand it anymore. Then, he went to ask for the king’s help. However, the king refused to send any of his men to arrest Robin Hood. One day the Sheriff and the noblemen held a competition to choose the best archer in Nottingham. It was actually a plan for capturing Robin Hood. Robin Hood was an excellent archer. Therefore, he would participate in the competition to prove that he was the best. He had been warned by his informers, but he wasn’t willing to listen. The competition began. William, the Sheriff, and the man in green were trying for the first

prize. Finally, the competition was at the last round. The winner of this round would be declared

the best archer in Nottingham. William could shoot very close to the center. Then the man in

green’s turn made the crowd cheer hysterically. His arrow went through William’s arrows and the

center of the target. Then he shot two more arrows towards the chair on which the Sheriff sat. No doubt that the man in green was Robin Hood. Immediately, Robin Hood pulled off his black wig and then jumped over a wall onto his waiting horse and escaped. The Sheriff shouted to his men to catch him, but it was too late. Robin Hood managed to escape. Adapted from: https://learnenglish.britishcouncil.org

1. What is the text about? 2. How many characters are there in the story? Who are they? 3. Why did Robin Hood rob the rich? 4. Who was trying to catch Robin Hood? 5. Why did the sheriff hold a competition for the best archer? 6. What did Robin Hood do in the competition? 7. Could Robin Hood escape from the sheriff? 8. What is the moral value of the story?

Task 16: What do you think of Robin Hood’s character? Is it appropriate to help the poor through robbing the rich? Is there any better way to help the poor?

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Task 17: Write active and passive voices based on the word list in Task 14. Look at the example.

Words Active Passive Rob He robbed the rich men. The rich men were robbed (by him).

Task 18: Work in pairs and complete the table below by writing the similarities and differences between the story of Ali Baba and Robin Hood.

Similarities Differences

Both stories tell about people who look for money Robin Hood robbed money for helping the poor. Ali with own skills. Baba got money for his own.

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Task 19: Read text 3 and answer the questions by choosing a, b, c, or d. Text 3 Ande Ande Lumut Once upon a time, there was a kingdom called Kahuripan. This kingdom was separated into two, Kediri and Jenggala to avoid a civil war. However, before the separation, Kahuripan’s king advised that one day the kingdoms have to be reunited. Both kings agreed to reunite the kingdoms by marrying their heirs, Raden Panji Asmarabangun from Jenggala with the princess of Kediri, Dewi Sekartaji. However, Sekartaji’s stepmother or the king’s concubine did not agree with this plan. She wanted to put her biological daughter as the heir. Then, the concubine locked Dewi Sekartaji to hide her. Raden Panji came to Kediri to marry Sekartaji but she had disappeared. He was disappointed. Then, the concubine persuaded him to get married to her daughter, and of course, he refused. Then, he made a plan changing his name into Ande Ande Lumut. One day, he arrived at a village called Dadapan. He met a widow, Mbok Randa Dadapan. She was so kind treating him as her own son. He asked her to announce that he was looking for a future wife. So, all of the girls from villages around Dadapan came to attend his invitation but no one was received as his wife. On the other hand, Sekartaji managed to escape from her stepmother. She tried to find Raden Panji until she arrived at the house of a widow who had three daughters, Klething Abang, Klething Ijo and Klething Biru. The widowed mother accepted her as a child and called her Klething Kuning. She was asked to do their daily chores like laundry, cleaning, cooking, and washing. She heard about Ande- Ande Lumut and she asked her new mother’s permission. The mother would give her permission but she gathered all her clothes and asked her to wash them first. Meanwhile, the mother took her three daughters to Dadapan to propose Ande Ande Lumut. On the way to Dadapan, they have to cross a wide river but there was no bridge or boat. Then, they saw a giant crab coming to them. The crab helped them as long with one condition. They were shocked hearing his request but they agreed. Finally, they arrived at Mbok Randa’s house. Mbok Randa called his son but he said that he did not want to take a lover of Yuyu Kangkang as his wife. Again, the widow and her daughters were surprised and wondered how he could know it. They went home disappointedly. At home, Klenting Kuning had completed all the chores with the help of the magical stork. The stork also gave her a stick. Finally, her mother allowed her to go but she applied chicken manure to Klething Kuning’s skin. She was upset but kept going to Dadapan. She arrived in a wide river, then a king crab offered to help her cross the river. However, she refused. She remembered about the stick from the stork and whipped it to the crab. Then, she used the stick to hit the river and suddenly the river became a road. She walked along the road and arrived at Mbok Randa’s house. Mbok Randa said to her son that there was a smelly girl who is looking for him. His son replied that he wanted to meet her as she was the only girl who crossed the river without the crab’s help. Klenting Kuning was so surprised to see Ande Ande Lumut that was actually Raden Panji. Raden Panji also recognized her and said, ‘Sekartaji, finally we meet again.’ Then, he brought her and Mbok Randa to Jenggala. They got married and reunited Kediri and Jenggala. Adapted from: http://factsanddetails.com/indonesia/ArtsCulture

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1. Who is Raden Panji? 4. Why did Klenting Kuning refuse Yuyu a. He is the prince of Jenggala. Kangkang’s help? b. He is Sekartaji’s cousin. a. Because she had a boat to cross the river. c. He is the son Kediri’s King. b. Because Yuyu Kangkang had bad smell. d. He is Klenting Kuning’s brother. c. Because she was afraid of Yuyu Kangkang. e. He is Yuyu Kangkang. d. Because Yuyu Kangkang already helped her sisters. 2. Where did Ande Ande Lumut go to find e. Because she already got a stick from the stork. Sekartaji? a. He went to Kediri. 5. What is the moral value of the text above? b. He did not go anywhere. a. We have to be an honest person. c. He met Mbok Randa. b. We cannot reject our parents’ want. d. He went to Dadapan village. c. We have to struggle and try our best. e. He became Jenggala’s King. d. We should treat our family well. e. We have to take care of the stork. 3. Why did Sekartaji disappear? a. She wanted to meet Raden Panji. b. She became the daughter of Mbok Randa. c. She was locked by her stepmother. d. She was kidnapped by Raden Panji. e. She was traveling to meet Raden Panji.

Let’s Learn More

CULTURAL FACT Yogyakarta is a city that still holds tightly to traditions and culture. This city has several folktales that are still told from one generation to the next. Those tales, in fact, are alternative ways of conveying advice or noble values of a society. Therefore, folktales become a part of Yogyakarta cultural heritages. The contents of folklore cannot be separated from the ancient civilization that formed the Special Region of Yogyakarta. Because some stories are also displayed on temples’ reliefs during the Ancient Mataram period. There are also stories that emerge from the response of the struggle of the people in a period of colonialism in Yogyakarta. Here are some of the folktales in Yogyakarta: 1. Asal Mula Gunung Merapi 2. Asal Mula Kanjeng Kyai Plered 3. Danang Sutawijaya 4. Kali Gajah Wong 5. Ki Ageng Mangir Wanabaya 6. Kisah Gua Kiskenda 7. Roro Jonggrang

Have you ever heard each of them? What can you learn from them? You can read and find more detail stories by accessing: http://navigasi-budaya.jogjaprov.go.id/heritage/cerita-rakyat

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Task 20: Work in pairs and find two folktales from Britain/America. You can visit your library or check at the internet. Write some important points of the story by referring to the questions below.

Notes: You have read Indonesian folktales like Roro Jonggrang and Malin Kundang from the previous unit. In this unit, you have an American folktale entitled Robin Hood.

1. What is the title of the story? 2. Who were in the story and how was their condition? 3. What happened to the characters and what was their problem? 4. How did the character solve the problems? 5. How was the ending of the story? 6. What could you learn from the story?

After completing the questions above, chose one of the titles of Britain/American folktales you found. Then write the complete version of the story. Your story has to cover orientation, complication, resolution, and the values that you learn from the story.

Task 21: Work individually and find a famous folktale in your area/city. Write the story with your own sentences and you can modify it by writing a different ending for the story. Your story has to cover orientation, complication, and resolution. Don’t forget to write the values that you learn from the story.

Task 22: Work in groups of four and follow the instruction below.

Instruction: a. Choose one of the stories that you found in Unit 5 and Unit 6. b. Make sure that all groups have different stories. c. Write a short scenario based on the story that you have chosen (around 15 minutes per scenario). d. Perform your scenario in front of the class, and other students will assess your performance. Assessment form Group: ______Criteria Score

Excellent Good Average Poor All players speak fluently without too many stops. The dialogues are grammatically correct. The group has a complete scenario, from orientation to conflict resolution. All players look confidence in performing the scenario. The group makes appropriate improvisation. The moral values are delivered well. Notes: to give a score, tick (√) the suitable column.

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Reflection

How much have you learned from this unit? For questions 1-5, give a tick (√) to the suitable responses and write down your responses for questions 6 – 8 below.

No. Aspects

(very much) (much) (little) 1. This unit gives me: - new learning experiences. - useful learning experiences. 2. I can understand the content of the text. 3. I can use find the main idea and topic of the text. 4. I can use active and passive voices in the text. 5. I can write a simple narrative text. 6. The most interesting activities in this unit …………………………………………………….. …………………………………………………………………………………………………. …………………………………………………………………………………………………. 7. The difficulties that I found in this unit ………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. 8. The values that I have learned from this unit………………………………………………….. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

Summary

Active and Passive Voices Active Voice Passive Voice Formula = S + V2 + Object Formula = S + to be + past participle/V3 + (by + O) My mother read the novel in one day. The novel was read by my mother in one day. He bought a new car. A new car was bought by him. They painted the entire house. The entire house was painted by them. Alex posted a video on Facebook. A video was posted on Facebook by Alex.

Values that can be learned from this unit are:

1. Respect The story presented in Task 4 shows that children should respect and listen to and respect to parents. It also presents how the main character respects a monkey in the forest. It teaches students to be kind and respecting others, regardless of their appearance. 2. Patience Text 1 shows how people should be patient and work hard to be successful or rich. It teaches the students that being greedy for gaining more wealth by stealing instead of working hard could create more problems and consequences. And Text 3 shows that people should have a pure intention and struggle hard to achieve their goals.

3. Caring

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Text 2 shows how the main character cared for others. He helped the people in needs. Even though the way he got the money for helping others was not appropriate, he still has good heart helping other people in needs. It teaches students to help people in needs. 4. Responsibility Task 21 provides a great responsibility for each student in the groups in order to be able to complete the task. It can stimulate the students to be responsible for their duties. 5. Communal work Task 21 provides chances for each student work and help each other to prepare their performance. In this activity, they could share and listen to ideas and even take roles in the performance.

Glossary

Word Pronunciation Indonesian archer (n) /ˈɑːr.tʃɚ/ pemanah arrow (n) /ˈer.oʊ/ panah capture (v) /ˈkæp.tʃɚ/ menangkap catch (v) /kætʃ/ menangkap cave (n) /keɪv/ gua cheat (v) /tʃiːt/ menipu chore (n) /tʃɔːr/ pekerjaan competition (n) /ˌkɑːm.pəˈtɪʃ.ən/ kompetisi concubine (n) /ˈkɑːn.kjə.baɪn/ selir crab (n) /kræb/ kepiting danger (n) /ˈdeɪn.dʒɚ/ bahaya decided (adj) /dɪˈsaɪ.dɪd/ menentukan, memutuskan dialogue (n) /ˈdaɪ.ə.lɑːɡ/ dialog dry (adj) /draɪ/ kering evil (adj) /ˈiː.vəl/ jahat excellent (adj) /ˈek.səl.ənt/ luar biasa finding (n) /ˈfaɪn.dɪŋ/ menemukan follow (v) /ˈfɑː.loʊ/ mengikuti future (n) /ˈfjuː.tʃɚ/ masa yang akan datang golden (adj) /ˈɡoʊl.dən/ emas hear (v) /hɪr/ mendengar help (v) /help/ membantu improvisation (n) /ɪmˌprɑː.vəˈzeɪ.ʃən/ improvisasi informer (n) /ɪnˈfɔːr.mɚ/ pelapor jar (n) /dʒɑːr/ kendi jealous (adj) /ˈdʒel.əs/ cemburu, iri hati live (v) /lɪv/ tinggal merchant (n) /ˈmɝː.tʃənt/ pedagang nobleman (n) /ˈnoʊ.bəl.mən/ bangsawan participate (v) /pɑːrˈtɪs.ə.peɪt/ berpartisipasi poor (adj) /pʊr/ miskin prison (n) /ˈprɪz.ən/ penjara prove (v) /pruːv/ membuktikan quantity (n) /ˈkwɑːn.t̬ə.t̬i/ jumlah refuse (v) /rɪˈfjuːz/ menolak rich (adj) /rɪtʃ/ kaya rob (v) /rɒb/ merampok

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save (v) /seɪv/ menyimpan scenario (n) /səˈner.i.oʊ/ skenario separate (adj) /ˈsep. ə r.ət/ terpisah servant (n) /ˈsɝː.vənt/ pembantu shoot (v) /ʃuːt/ menembak shortly (adv) /ˈʃɔːrt.li/ segera split (v) /splɪt/ membagi stepmother (n) /ˈstepˌmʌð.ɚ/ ibu tiri stork (n) /stɔːrk/ bangau thief (n) /θiːf/ pencuri treasure (n) /ˈtreʒ.ə r / harta benda values (n) /ˈvæl·juz/ nilai-nilai wait (v) /weɪt/ menunggu wall (n) /wɔːl/ tembok war (n) /wɔːr/ perang warn (v) /wɔːrn/ memperingatkan wash (v) /wɒʃ/ mencuci widow (n) /ˈwɪd.oʊ/ janda NOTES: You can learn more vocabularies by checking high-frequency words at: https://www.k12reader.com/subject/vocabulary/fry-words/

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REFERENCES

Cambridge University Press. (2008). Cambridge online dictionary, Cambridge Dictionary online. Retrieved at April 23, 2008, from the website temoa : Open Educational Resources (OER) Portal at http://temoa.tec.mx/node/324 Sugirin. (2009). Cross Cultural Understanding: What Every EFL Teacher Should Know. The paper was presented as a short lecture for MGMP Bahasa Inggris SMA in Purworejo. Widiati, U., Rohmah, Z., & Furaidah. (2014). Bahasa Inggris (Buku Siswa) Kelas X SMA/SMK. Jakarta: Kementerian Pendidikan dan Kebudayaan. https://www.worldatlas.com/articles/fun-facts-about-the-united-kingdom.html https://harrisburg.psu.edu/international https://ohfact.com/interesting-facts-about-yogyakarta/ https://theculturetrip.com/asia/indonesia/articles/11-things-you-should-know-about- indonesian-culture/ http://www2.nkfust.edu.tw/~emchen/CLit/folk_lit_type_folktale.htm https://www.worldoftales.com/browse_all_folktales.html https://www.revolvy.com/page/Folklore-of-Indonesia https://www.triphistoric.com/historic-sites/british-museum https://www.imvisitinglondon.com/buckinghampalace.html https://www.esolcourses.com/content/exercises/grammar/adjectives/places/ https://www.indonesia.travel/yogyakarta/the-kraton https://whc.unesco.org/en/list/592 https://www.worldatlas.com/the-united-kingdom.html https://www.fodors.com/news/customs https://www.celebrities-galore.com/celebrities/bruno-mars/home/ https://www.vocabulary.com/lists/238935 https://www.kompasiana.com/5528c6ff6ea https://www.billboard.com/articles/taylor-swif https://www.englisch-hilfen.de/en/exercises_list/passiv https://harrisburg.psu.edu/international https://www.planetware.com/tourist-attractions

260 https://www.tripzilla.com/kto-korea https://www.responsibletravel.com/holidays/flores https://www.indonesia.travel/fr/en/destinations https://ohfact.com/interesting-facts-yogyakarta/ https://www.theguardian.com/us-news/2017 http://www.tribunnews.com/internasional/2018/ https://brainly.co.id/4877072#readmore https://theculturetrip.com/asia/indonesia https://templeszone.com/prambanan https://www.folger.edu/romeo-and-juliet https://en.tempo.co/read/509178 https://www.worldoftales.com/browse_all_folktales.html https://www.youtube.com/watch?v=IZnQGPTZX9U https://www.gradesaver.com/the-arabian-night https://learnenglish.britishcouncil.org http://factsanddetails.com/indonesia/ArtsCulture http://navigasi-budaya.jogjaprov.go.id/heritage/cerita-rakyat

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Appendix Technical Guidance This book provides opportunities for students to utilize smartphones for learning English. Smartphones can be used for supporting the teaching and learning process, such as sending additional materials, giving assignments, initiating online discussion through WhatsApp group, or others. This book is completed with interesting activities that lead the students to be independent learners and able to utilize their smartphones for improving their English. It presents vocabulary learning through QR codes, in which they only need to scan the codes with their smartphones. Each code contains a vocabulary completed with its meaning and pronunciation. To scan the codes, you have to download the QR codes scanner from Android phone or iPhone. The procedure for installing the QR codes scanner for both types of the phone is presented in the following table. Android iPhone 1. Open the Play Store on your Android. 1. Open your iPhone’s camera.

2. Type ‘QR code reader’ into the search box. 2. Point the camera at the QR code.

3. Tap ‘QR Code Reader developed by Scan’. 3. Make sure the QR code is centered on your iPhone’s screen.

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4. Tap ‘Install’ and then ‘Accept’. QR 5. Wait for the codes to scan. Code Reader will be installed on your Android.

6. Open QR Code Reader. 6. Open the QR codes content.

7. Line up the QR code in the camera frame. It’s like you’re taking a photo, except you don’t have to press any buttons. When the scanner reads the code, a pop-up containing the URL in the code will appear.

8. Tap OK to open the page. This launch the vocabulary with its pronunciation and meaning.

Source: https://www.wikihow.com/Scan-a-QR-Code

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APPENDIX 4 A. QUESTIONNAIRE FOR THE EXPERT’S JUDGMENT Lembar evaluasi materi ini ditujukan untuk memperoleh masukan dan saran terkait materi ajar Bahasa Inggris berbasis nilai-nilai budaya yang telah dikembangkan untuk siswa SMA kelas X di Yogyakarta. Masukan dan saran dari Bapak/Ibu sebagai ahli materi sangat dibutuhkan dalam rangka meningkatkan kualitas produk materi ajar ini. Oleh karena itu, saya mengharapkan saran dan masukan melalui lembar evaluasi ini. Petunjuk: Berikan tanda centang (√) pada kolom yang sesuai dengan pendapat Bapak/Ibu pada setiap pernyataan berikut, dengan pilihan jawaban SS= Sangat Setuju, S= Setuju, TS= Tidak Setuju, dan STS= Sangat Tidak Setuju.

A. ASPEK ISI No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Materi yang dikembangkan sesuai dengan KI dan KD mata pelajaran Bahasa Inggris kelas X SMA berdasarkan kurikulum 2013. 2. Materi mencakup teks yang sesuai dengan KD. 3. Materi mencakup bimbingan pemahaman tentang struktur teks, fungsi teks, dan ciri-ciri kebahasaan di dalam teks. 4. Materi mencakup teks (descriptive, recount, narrative) yang relevan dengan nilai-nilai budaya. 5. Penggunaan kosa kata sesuai untuk jenjang SMA. 6. Soal yang digunakan seusai untuk jenjang SMA. 7. Kelengkapan materi yang dikembangkan sudah memadai. 8. Materi dikembangkan sesuai dengan hasil analisis kebutuhan para siswa. Saran perbaikan:

B. ASPEK BAHASA No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Penggunaan bahasa sesuai untuk siswa SMA. 2. Penggunaan bahasa dan tata bahasa (grammar) dalam bacaan sudah tepat. 3. Penggunaan ejaan (spelling) yang benar susuai dengan kaidah bahasa. 4. Penggunaan pilihan kata yang tepat. 5. Tidak terdapat kalimat yang ambigu. 6. Penggunaan tanda baca (punctuation) yang benar. 7. Instruksi-instruksi dalam materi cukup jelas untuk dipahami oleh siswa. Saran perbaikan:

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C. ASPEK PEMBELAJARAN No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Aktivitas pembelajaran yang dikembangkan sesuai dengan hasil analisis kebutuhan siswa. 2. Aktivitas pembelajaran dalam setiap unit bervariasi. 3. Aktivitas pembelajaran dalam setiap unit sesuai dengan topik. 4. Aktivitas pembelajaran dapat memotivasi siswa belajar Bahasa Inggris secara berpasangan atau kelompok sehingga mendukung proses interaksi di dalam kelas. 5. Aktivitas pembelajaran yang dikembangkan dapat mendukung siswa untuk lebih memahami sebuah fenomena atau isu yang ada. 6. Aktivitas pembelajaran yang dikembangkan dapat mendukung siswa untuk lebih mengenal nilai-nilai budaya. 7. Aktivitas pembelajaran yang dikembangan membantu siswa untuk mengembangkan nilai-nilai luhur yang terkandung di dalamnya. Saran perbaikan:

D. ASPEK NILAI-NILAI BUDAYA No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Materi yang dikembangkan mencakup aspek budaya dan nilai- nilai budaya. 2. Input materi berupa gambar dan teks yang relevan dengan materi pokok dan nilai-nilai budaya. 3. Input materi berupa gambar sesuai dengan usia siswa. 4. Pilihan topik budaya sesuai dengan hasil analisis kebutuhan. 5. Materi yang dikembangkan dapat menambah wawasan dan apresiasi siswa tentang budaya Yogyakarta, nasional, dan internasional. 6. Materi yang dikembangkan dapat mendorong siswa untuk menghargai dan memperkuat nilai-nilai budaya Yogyakarta dan nasional. 7. Materi yang dikembangkan dapat membuat siswa mengetahui dan menghargai nilai-nilai budaya internasional. Saran perbaikan:

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E. ASPEK PENYAJIAN No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Materi disajikan secara runtut dan berkesinambungan 2. Penyajian kosa kata menarik dan sesuai dengan konteks. 3. Penyajian soal menarik dan sesuai dengan konteks. 4. Penyajian materi mencakup keterampilan yang ingin ditonjolkan (reading). 5. Materi disajikan mencakup evaluasi (writing) 6. Input yang disajikan berupa teks dengan didukung gambar dan atau daftar kosa kata yang sesuai. 7. Materi dilengkapi dengan penjelasan yang membantu pemahaman siswa. 8. Materi dilengkapi dengan penjelasan nilai-nilai budaya yang terkandung dalam setiap unit. Saran perbaikan:

F. ASPEK KEGRAFIKAN No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Tampilan materi dalam materi ajar jelas. 2. Tampilan materi dalam materi ajar menarik. 3. Tampilan materi sesuai untuk siswa SMA. 4. Ukuran huruf dalam materi ajar sesuai. 5. Jenis huruf dalam materi ajar sesuai. 6. Jarak spasi dalam materi ajar sesuai. 7. Pilihan warna dalam materi ajar sesuai. Saran perbaikan:

KESIMPULAN Secara umum, materi yang telah dikembangkan dalam penelitian ini: a. layak b. layak dengan perbaikan c. belum layak (Catatan: lingkari salah satu pilihan yang sesuai) Yogyakarta, 2019

………………………..

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B. QUESTIONNAIRE FOR THE STUDENTS TO ASSESS THE MATERIALS KUESIONER MATERI AJAR UNTUK SISWA Lembar evaluasi ini ditujukan untuk mengetahui pendapat Adik-adik terhadap kelayakan materi ajar Bahasa Inggris berbasis nilai-nilai budaya yang telah dikembangkan untuk siswa SMA kelas X di Yogyakarta. Penilaian dan saran dari Adik-adik sangat dibutuhkan dalam rangka meningkatkan kualitas produk materi ajar ini. Oleh karena itu, saya mengharapkan saran dan masukan melalui kuesioner ini. Petunjuk: Berikan tanda centang (√) pada kolom yang sesuai dengan pendapat Bapak/Ibu pada setiap pernyataan berikut dengan pilihan SS= Sangat Setuju, S= Setuju, TS= Tidak Setuju, dan STS= Sangat Tidak Setuju. A. ASPEK ISI No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Materi mencakup bimbingan pemahaman tentang struktur teks, fungsi teks, dan ciri-ciri kebahasaan di dalam teks. 2. Materi mencakup teks (descriptive, recount, narrative) yang relevan dengan nilai-nilai budaya. 3. Soal yang digunakan seusai untuk jenjang SMA. 4. Kelengkapan materi yang dikembangkan sudah memadai. 5. Materi dikembangkan sesuai dengan kebutuhan para siswa. Saran perbaikan:

B. ASPEK PEMBELAJARAN No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Aktivitas pembelajaran yang dikembangkan sesuai dengan hasil analisis kebutuhan siswa. 2. Aktivitas pembelajaran dalam setiap unit bervariasi. 3. Aktivitas pembelajaran dalam setiap unit sesuai dengan topik. 4. Aktivitas pembelajaran dapat memotivasi siswa belajar Bahasa Inggris secara berpasangan atau kelompok sehingga mendukung proses interaksi di dalam kelas. 5. Aktivitas pembelajaran yang dikembangkan dapat mendukung siswa untuk lebih memahami sebuah fenomena atau isu yang ada. 6. Aktivitas pembelajaran yang dikembangkan dapat mendukung siswa untuk lebih mengenal nilai-nilai budaya. 7. Aktivitas pembelajaran yang dikembangan membantu siswa untuk mengembangkan nilai-nilai luhur yang terkandung di dalamnya. Saran perbaikan:

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C. ASPEK NILAI-NILAI BUDAYA No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Materi yang dikembangkan mencakup aspek budaya dan nilai- nilai budaya. 2. Input materi berupa gambar dan teks yang relevan dengan materi pokok dan nilai-nilai budaya. 3. Input materi berupa gambar sesuai dengan usia siswa. 4. Pilihan topik budaya sesuai dengan hasil analisis kebutuhan. 5. Materi yang dikembangkan dapat menambah wawasan dan apresiasi siswa tentang budaya Yogyakarta, nasional, dan internasional. 6. Materi yang dikembangkan dapat mendorong siswa untuk menghargai dan memperkuat nilai-nilai budaya Yogyakarta dan nasional. 7. Materi yang dikembangkan dapat membuat siswa mengetahui dan menghargai nilai-nilai budaya internasional. Saran perbaikan:

D. ASPEK PENYAJIAN No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Materi disajikan secara runtut dan berkesinambungan 2. Penyajian kosa kata menarik dan sesuai dengan konteks. 3. Penyajian soal menarik dan sesuai dengan konteks. 4. Penyajian materi mencakup keterampilan yang ingin ditonjolkan (reading). 5. Materi disajikan mencakup evaluasi (writing) 6. Input yang disajikan berupa teks dengan didukung gambar dan atau daftar kosa kata yang sesuai. 7. Materi dilengkapi dengan penjelasan yang membantu pemahaman siswa. 8. Materi dilengkapi dengan penjelasan nilai-nilai budaya yang terkandung dalam setiap unit. Saran perbaikan:

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E. ASPEK KEGRAFIKAN No Pernyataan Pilihan SS S TS STS 4 3 2 1 1. Tampilan materi dalam materi ajar jelas. 2. Tampilan materi dalam materi ajar menarik. 3. Tampilan materi sesuai untuk siswa SMA. 4. Ukuran huruf dalam materi ajar sesuai. 5. Jenis huruf dalam materi ajar sesuai. 6. Jarak spasi dalam materi ajar sesuai. 7. Pilihan warna dalam materi ajar sesuai. Saran perbaikan:

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APPENDIX 5 A. Instrument for Assessing Intercultural Competence KUESIONER Nama: ______Kelas: ______

Kuesioner berikut terkait dengan perkembangan kompetensi lintas budaya Adik-adik setelah menggunakan materi ‘Reading: A Window to the World’. Untuk melengkapi kuesioner ini, diperlukan sekitar 5 – 10 menit. Petunjuk: Untuk setiap pernyataan berikut, berilah silang (√) untuk menunjukan kemampuan Adik-Adik setelah menggunakan materi ‘Reading: A Window to the World’ pada kolom pilihan jawaban 1 – 4: Sangat Tidak Setuju (1), Tidak Setuju (2), Setuju (3), dan Sangat Setuju (4).

A. Pengetahuan No. Item Pilihan Jawaban STS TS S SS 1. Saya mengetahui definisi singkat budaya. 2. Saya tahu bahwa masyarakat Yogyakarta memiliki budaya daerah/kearifan lokal. 3. Saya tahu Indonesia memiliki budaya yang berbeda dengan Amerika dan Inggris. 4. Saya dapat membandingkan aspek-aspek budaya lain dengan budaya daerah Yogyakarta/Indonesia. 5. Saya dapat membandingkan perilaku masyarakat Yogyakarta dengan masyarakat daerah lain yang memiliki budaya yang berbeda. B. Sikap 6. Saya bersedia berinteraksi dengan masyarakat dari daerah/ negara lain. 7. Saya menghargai budaya daerah Yogyakarta. 8. Saya menghargai perbedaan budaya antar daerah di Indonesia. 9. Saya tertarik mengetahui aspek-aspek budaya lain (misal memahami sejarah, tradisi, nilai budaya lain). 10. Saya memahami bahwa masyarakat dari daerah/negara lain dapat memiliki budaya/perliaku/nilai yang berbeda dengan budaya daerah Yogayakarta. C. Keterampilan 11. Saya dapat berinteraksi dengan orang-orang dari daerah/ negara lain. 12. Saya dapat berinteraksi dengan tepat dalam berbagai situasi sosial dengan orang-orang dari daerah/negara lain. D. Kesadaran 13. Saya menyadari pentingnya melestarikan budaya daerah. 14. Saya menyadari pentingnya melestarikan budaya Indonesia. 15. Saya menyadari keragaman budaya Indonesia (seperti perbedaan ras, suku, bahasa, tradisi, adat istiadat, dll.). 16. Saya menyadari negara lain juga memiliki keragaman budaya (seperti perbedaan ras, suku, bahasa, tradisi, adat istiadat, nilai, dll.).

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B. The Result of AIC (Assessment of Intercultural Competence) QUESTIONNAIRE

Name: ______Class: ______

This questionnaire is a self-evaluation that asks about the development of your intercultural competence after using ‘Reading: A Window to the World’. It takes approximately five to ten minutes to complete. Directions: Please respond to the items in each of the four categories (knowledge, attitude, skills, and awareness) below by giving a tick (√) on the suitable column and the responses range from 1 – 4: strongly disagree (1), disagree (2), agree (3), and strongly agree (4).

A. Knowledge No. Item N= 56 Responses A % SA % 1. I can give a simple definition of culture. 48 85.71 8 14.2 8 2. I know that Yogyakarta people have their own local culture. 15 26.78 41 73.2 1 3. I know that Indonesia has different culture from the United 10 17.85 46 82.1 States and the United Kingdom. 4 4. I can compare aspects of other cultures with 17 30.35 39 69.6 Indonesian/Yogyakarta culture. 4 5. I can compare the behaviors of Yogyakarta people with those 32 57.14 24 42.8 from other cultures. 5 B. Attitudes 6. I am willing to interact with people from other cultures. 36 64.28 20 35.7 1 7. I appreciate local culture in Yogyakarta. 5 8.92 51 91.0 7 8. I appreciate the cultural differences among regions in 27 48.21 29 51.7 Indonesia. 8 9. I show interest in new cultural aspects (e.g. to understand the 42 75.00 14 25.0 histories, traditions, values, etc. of people from other cultures). 0 10. I understand that people from other regions/countries can have 44 78.57 12 21.4 different culture/behavior/values from Yogayakarta culture. 2 C. Skills 11. I can interact with people from other cultures. 13 23.21 43 76.7 8 12. I can interact appropriately in different social situations with 29 51.78 27 4821 people from other cultures. D. Awareness 13. I realized the importance of preserving Yogyakarta culture. 31 55.35 25 44.6 4 14. I realized the importance of preserving Indonesian culture. 41 73.21 15 26.7 8 15. I realized the diversity in Indonesian culture (such as 18 31.14 38 67.8 differences in race, ethnicity, language, tradition, custom, etc.). 5 16. I realized that other countries have cultural diversity (such as 32 57.14 24 42.8 differences in race, ethnicity, language, tradition, customs, 5 values etc.).

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APPENDIX 6 A. Universal values No Values Description 1 Trustworthiness Trustworthiness concerns a variety of behavioral qualities — honesty, integrity, reliability and loyalty. 2 Respect Respect is about honoring the essential worth and dignity of all people, including oneself. People are morally obligated to treat everyone with respect, regardless of who they are and what they have done. 3 Responsibility Life is full of choices and being responsible means being in charge of own choices or what we do. 4 Justice The adherence to a balanced standard of justice without relevance to one’s own feelings or inclinations. 5 Caring Caring is the heart of ethics. It is scarcely possible to be truly ethical and not genuinely concerned with the welfare others. It is because ethics is ultimately about one’s responsibilities toward others. 6 Citizenship The concept of citizenship includes how people ought to behave as part of a community. The good citizen knows the laws and obeys them.

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B. National Values No Values Description 1 Religiosity Attitudes and submissive behavior in carrying out the teachings of their religion, tolerant towards other religious practices, and live in peacefully with other religions. 2 Honesty Behavior based on an attempt to make oneself as one who can always be trusted in words, actions, and employment. 3 Tolerance Attitudes and actions that respect the differences of religion, race, ethnicity, opinions, attitudes, and actions of others who are different from themselves. 4 Discipline Actions representing orderly and obedient behavior on various rules and regulations. 5 Behaviors that showing an earnest effort to overcome barriers in Perseverance learning and assignments, as well as completing the task as well as possible. 6 Creativity Thinking and doing something to generate new method or result of something that has been owned. 7 Independence Attitudes and behaviors that are not easy to depend on others to complete tasks. 8 Democracy Way of thinking, behaving, acting, which assesses the same rights and obligations of himself and others. 9 Curiosity Attitudes and actions that are always working to find out more in depth and extend from something he learned, seen and heard. 10 Nationalism Way of thinking, acting, and knowing that puts the interests of the nation above self-interest and group. 11 Patriotism Ways of thinking and doing that show loyalty, caring, and high appreciation of the language, environmental, physical, social, cultural, economic and political nation. 12 Appreciation Attitudes and actions that encourage him to produce something useful for society, and recognize and respect other people's success. 13 Friendliness Actions showed pleasure in speaking, associate and collaborate with others. 14 Love of peace Attitudes, words, and actions that make other people feel happy and safe over the presence of him. 15 Fond of reading Habits to take time to read the various readings that give him the benefit. 16 Environmental Attitudes and actions which seeks to prevent damage to the awareness surrounding natural environment and develop efforts to repair the environmental damage that has occurs. 17 Social care Attitudes and actions that always want to help other people and communities in need. 18 Responsibility Attitudes and behavior of a person to carry out the duties and obligations he should do, to himself, society, environment (natural, social, and cultural), the nation, and the Almighty God.

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C. Yogyakarta Values Type Values Description Values Honesty Attitudes and behavior based on an attempt to related to make oneself as one who can always be trusted one’s self in words, actions, and employment Modesty Attitudes and action that avoid arrogance. Discipline Actions representing obedience towards family, school, and community rules. Decency Attitudes and actions representing self-dignity and others’ Patience Attitude and actions representing patience in coping with problems; do not give up easily. Responsibility Attitudes and actions that always want to help other people and communities in need. Confidence Attitudes and action that realizing and acknowledging self-competence and willing to take challenges. Self-control Attitudes representing ability to make good decision based on logical consideration Integrity Being trusted and consistent, appreciate and maintain own product and culture Perseverance Behaviors that showing an earnest effort to overcome barriers in learning and assignments, as well as completing the task as well as possible. Values Politeness Being polite and pay attention to self- related to appearance, behave according to customs and other people manners prevailing in society. Mutual cooperation Willing to help other, praise mutual cooperation, and accept other’s strengths and weaknesses. Tolerance Attitudes and actions that respect the differences of religion, race, ethnicity, opinions, attitudes, and actions of others who are different from themselves, Justice The adherence to a balanced standard of justice without relevance to one’s own feelings or inclinations. Caring Attitudes and behavior of a person to carry out the duties and obligations one should do, to himself, society, environment (natural, social, and cultural), the nation, and the Almighty God. Leadership Showing ability to plan, control, guide, and evaluate a certain activity/program.

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APPENDIX 7

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