sma kolese de britto yogyakarta -...

DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS

FOR JOURNALISTIC EXTRACURRICULAR ACTIVITY IN

SMA KOLESE DE BRITTO YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

by

Dominicus Herpin Dewanto Putro Student Number: 011214091

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2007

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or

part of the works of other people, except those cited in the quotations and

bibliography, as a scientific paper should.

Yogyakarta, March 22, 2007

The writer,

Dominicus Herpin Dewanto Putro

011214091

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“If you’re willing to change the world, let love be your energy”

(Robbie William)

This thesis is dedicated to: ∗ My Parents

∗ My Sisters & Brothers ∗ The Fellowship of the ‘Little Bird’

∗ And my Sweedya

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ACKNOWLEDGMENTS

First of all, I am so grateful to Jesus Christ for giving me the opportunity to

finish this study. He taught me to face the problems wisely and patiently. I hope that

He will always be with me.

I would like to express my gratitude to my major sponsor, Ag. Hardi

Prasetyo, S.Pd., M.A, who has helped me a lot during the completion of this thesis. I

would also like to thank Ch. Lhaksmita Anandari, S.Pd., M.Ed as my co-sponsor

for correcting my work and showing me the mistakes that I have made.

My sincere gratitude goes to my parents, W. FX. Sudardi, S.E and Y. Titi

Yudanti, who have become my spiritual mentors and my best friends. They always

encourage me to believe that I am able to be whatever I want to be if I work hard. I

would like to thank my sisters and brother, Nuki, Lia, and Dendit, for loving me and

giving me the energy with their love to finish my study.

I am grateful to Trias Kuncahyono (mas Kelik) and Bambang Sigap who

gave me the opportunity to learn how to write news stories in Kompas Yogyakarta. I

also thank all journalists of Kompas Yogyakarta who helped me with their

suggestions and support.

My special thanks go to Th. Sukristiyono, the headmaster of SMA Kolese De

Britto Yogyakarta, who has allowed me to observe the teaching-learning process in

journalistic extracurricular class. I would also like to thank the teachers of SMA

Kolese De Britto Yogyakarta especially Pak Gandhi, Pak Widi, and Pak

Triwinanto for evaluating the designed materials. I would never forget their sincere

attention in helping me with their valuable criticism.

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I would like to thank my best friends in Cuckoo Band (Timy, Damar, Galih,

and Aldo), and TLT (Bhanu and Dona) for spending time with me, making my life

more interesting, and turning this friendship into something inspiring. I also thank

Henry, Ale, Catur, Tya, Ukhe, Arie, Pipit, Sunny, Ratna, Ita, and Michael for

being my best friends in Sanata Dharma University.

I would also like to thank Venta, Tuty, Widi, Sari, Adis, Desi, and Icha for

helping me with their constructive criticisms, ideas, and suggestions.

Finally, my deepest gratitude goes to Widya Surya Putranti who always

encourages me to finish this thesis and also shows her patience and unconditional

love. I will always be able to struggle for the happy ending because of her love.

Dominicus Herpin Dewanto Putro

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TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................... i

PAGE OF APPROVAL ............................................................................... ii

PAGE OF ACCEPTANCE ......................................................................... iii

STATEMENT OF WORK’S ORIGINALITY ........................................... iv

PAGE OF DEDICATION ............................................................................ v

ACKNOWLEDGMENTS ........................................................................... vi

TABLE OF CONTENTS ............................................................................. viii

LIST OF FIGURES ..................................................................................... xi

LIST OF TABLES ....................................................................................... xii

LIST OF APPENDICES ............................................................................. xiii

ABSTRACT ................................................................................................... xiv

ABSTRAK ...................................................................................................... xv

CHAPTER I: INTRODUCTION

A. Background .............................................................................................. 1

B. Problem Identification ............................................................................... 2

C. Problem Limitation ................................................................................... 3

D. Problem Formulation ................................................................................ 4

E. Objectives of the Study ............................................................................. 4

F. Benefits of the Study ................................................................................. 4

G. Definition of Terms ................................................................................... 5

CHAPTER II: THEORETICAL REVIEW

A. Theoretical Descriptions ........................................................................... 8

1. Instructional Materials Design Models ............................................... 8

a. Kemp’s Model ............................................................................... 9

b. Yalden’s Model ............................................................................. 11

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2. Basic Theories of Newspaper Journalism ........................................... 14

a. Definition of News ........................................................................ 15

b. Types of News .............................................................................. 17

c. News Structure .............................................................................. 18

d. News Writing ................................................................................ 20

3. Journalistic Extracurricular ................................................................. 20

4. Task-Based Learning .......................................................................... 22

a. Characteristics of Task-Based Learning ....................................... 22

b. Types of Task ................................................................................ 24

c. The Procedure of Task-Based Learning ........................................ 26

B. Theoretical Framework ............................................................................. 27

CHAPTER III: METHODOLOGY

A. Research Method ....................................................................................... 30

1. Developmental Study on the Learner Analysis ................................... 31

2. Developmental Study on the Designed Materials Evaluation ............. 32

B. Respondents of the Survey ........................................................................ 33

C. Research Instrument .................................................................................. 34

1. Questionnaire ...................................................................................... 35

2. Interview ............................................................................................. 36

D. Data Gathering .......................................................................................... 36

1. Data Gathering in Pre-Design Survey ................................................. 36

2. Data Gathering in Post-Design Survey ............................................... 37

E. Data Analysis ............................................................................................ 38

CHAPTER IV: RESEARCH RESULT AND DATA ANALYSIS

A. Discussion on How a Set of English Instructional Materials for

Journalistic Extracurricular Activity in SMA Kolese De Britto is

Designed .................................................................................................... 40

1. The Result of Pre-Design Study .......................................................... 40

a. Needs Survey ................................................................................ 40

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1). Result of the Questionnaires ................................................... 40

2). Result of the Interview ............................................................ 44

b. Goal and Description of Purpose .................................................. 46

c. Specify the Objectives ................................................................... 47

d. List the Subject Content ................................................................ 50

e. Teaching Learning Activity and resources ................................... 51

f. Designing the Materials ................................................................ 52

2. The Result of Post-Design Study ........................................................ 52

a. Description of the Respondents .................................................... 53

b. Data Presentation .......................................................................... 53

c. Respondents’ Comments and Suggestions .................................... 55

1). Respondents’ Comments ......................................................... 56

2). Respondents’ Suggestions ....................................................... 56

3. Discussion of the Materials Revisions and Improvements ................. 56

B. Presentation of the Designed Instructional Materials ............................... 57

CHAPTER V: CONCLUSION AND SUGGESTIONS

A. Conclusion ................................................................................................ 60

B. Suggestions ............................................................................................... 62

BIBLIOGRAPHY ...................................................................................... 69

APPENDICES ............................................................................................... 66

Appendix A: Letter of Permission ................................................................. 67

Appendix B: Questionnaire for the Students .................................................. 68

Appendix C: List of Questions for interview with the Instructor ................... 70

Appendix D: Questionnaire for Journalists ..................................................... 71

Appendix E: Questionnaire for the Designed Materials Evaluation ............... 72

Appendix F: General Description ................................................................... 74

Appendix G: Lesson Plan ............................................................................... 77

Appendix H: The Designed Materials ............................................................. 85

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LIST OF FIGURES

Page

Figure 2.1 : Kemp’s Instructional Design Model .......................................... 10

Figure 2.2 : Yalden’s Instructional Design Model ....................................... 12

Figure 2.3 : The Inverted Pyramid Form ....................................................... 19

Figure 2.4 : Components of Task-Based Learning ........................................ 26

Figure 2.5 : The Modified Instructional Model ............................................. 29

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LIST OF TABLES

Page

Table 4.1 : Students’ Needs and Interests in Journalistic extracurricular ... 41

Table 4.2 : Students’ Major Difficulties in Learning Newspaper Journalism

and English ................................................................................ 43

Table 4.3 : Journalists’ Suggestions ............................................................ 44

Table 4.4 : Result of the Interview with the Instructor of Journalistic

Extracurricular Activity ............................................................ 45

Table 4.5 : The Topic’s Objectives ............................................................. 47

Table 4.6 : The Description of Post-Design Survey Respondents .............. 53

Table 4.7 : Point of Agreement ................................................................... 54

Table 4.8 : Result of the Respondents’ Opinion in Post-Design Survey .... 54

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LIST OF APPENDICES

Page

Appendix A: Letter of Permission ................................................................ 67

Appendix B: Questionnaire for the Students ................................................ 68

Appendix C: List of Questions for interview with the Instructor ................. 70

Appendix D: Questionnaire for Journalists ................................................... 71

Appendix E: Questionnaire for the Designed Materials Evaluation ............ 72

Appendix F: General Description ................................................................ 74

Appendix G: Lesson Plan ............................................................................. 77

Appendix H: The Designed Materials .......................................................... 85

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ABSTRACT

Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the important factors for journalists to develop themselves in the process of news gathering and news writing. Therefore, English learning should be given in the journalistic courses from the beginning. This thesis aims to design a set of materials of which is the combination of basic newspaper-journalistic education and English learning for journalistic extracurricular in SMA Kolese De Britto Yogyakarta. The problems are: 1) How is a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto designed? 2) What does a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto look like? To design the materials and answer the first problem, the writer made an instructional design model that was adapted from Kemp’s and Yalden’s model. The writer’s model has 7 stages. They are needs survey, goal and description of purpose, specify the objective, list the subject content, teaching learning activities and resources, designing the materials, and evaluation. The writer conducted two phases of survey in designing the materials. The first phase is the pre-design survey in which the writer distributed questionnaires to 7 students of journalistic extracurricular activity in SMA Kolese De Britto and 3 professional journalists; two journalists of Kompas and Kedaulatan Rakyat. The writer also interviewed the instructor of journalistic activity in SMA Kolese De Britto Yogyakarta. Pre-design survey aims to obtain useful information and data for the materials designing process. Thus, the writer designed the materials using task-based learning method since newspaper journalism learning requires the learners to focus on the tasks and practices rather than the theories. The second phase is post-design survey. The writer distributed questionnaires and the materials designed to 5 respondents, 2 lecturers of English Language Education Study Program in Sanata Dharma University Yogyakarta and 3 English teachers of SMA Kolese De Britto Yogyakarta. The survey result was useful for revising and developing the designed materials. In analyzing the survey result in this phase, the writer found out that the mean is 3.92. The result was interpreted that the designed materials were appropriate and well accepted. However, the designed materials needed to be revised. To answer the second problem in problem formulation, the writer presents the final version of the designed materials that consists of 8 units. Each unit has three main parts and two additional parts. The main parts are Get into the Newsroom, Let’s Work!, and Journalists’ Talk. The additional parts are Breaking News and Glossary. The writer hopes that the designed materials are able to develop the newspaper-journalism learning and improve the English skills of students of journalistic extracurricular activity in SMA Kolese De Britto.

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ABSTRAK Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu faktor penting yang harus dimiliki oleh setiap jurnalis untuk mengembangkan diri dalam proses mencari dan mengolah berita. Oleh karena itu, pembelajaran bahasa Inggris dalam kegiatan pendidikan jurnalisme sebaiknya diberikan sejak awal. Skripsi ini bertujuan untuk menyusun seperangkat materi pendidikan dasar jurnalistik surat kabar yang digabungkan dengan pelatihan bahasa Inggris untuk diberikan dalam kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta. Rumusan masalah dalam skripsi ini adalah: 1) Bagaimana proses yang dilakukan dalam menyusun seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta? 2) Seperti apakah bentuk dari seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta? Untuk menyusun seperangkat materi tersebut dan menjawab permasalahan yang pertama, penulis terlebih dahulu membuat sebuah model penyusunan materi yang diadaptasi dari model yang sudah ada yaitu model dari Kemp dan Yalden. Model yang telah disusun oleh penulis terdiri dari 7 langkah yaitu: survey kebutuhan, menentukan tujuan dan penggambaran maksud pembelajaran, merinci tujuan, menentukan isi dari tiap subyek, menentukan aktifitas dan sumber pembelajaran, penyusunan materi, dan evaluasi. Penulis melakukan dua tahapan survei dalam menyusun materi. Tahap pertama adalah survei sebelum menyusun materi dimana penulis memberikan kuesioner kepada 7 siswa peserta kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta dan 3 wartawan profesional yang dua diantaranya bekerja di harian Kompas dan seorang bekerja di harian Kedaulatan Rakyat. Selain itu penulis juga melakukan wawancara dengan satu-satunya instruktur di kegiatan ekstrakurikuler jurnalistik SMA Kolese De Britto Yogyakarta. Tujuan dalam tahap pertama ini adalah untuk mendapatkan informasi dan data yang berguna untuk memulai proses penyusunan materi. Penulis kemudian mulai menyusun materi dengan menggunakan metode task-based learning karena pelatihan jurnalisme koran menuntut siswa untuk fokus dalam melakukan latihan dan tugas daripada mempelajari teori-teori. Tahap yang kedua adalah survei setelah menyusun materi. Penulis membagikan kuesioner beserta seperangkat materi yang sudah jadi kepada 5 responden yaitu 2 dosen Pendidikan Bahasa Inggris Sanata Dharma dan 3 guru bahasa Inggris di SMA Kolese De Britto Yogyakarta. Hasil kuesioner tersebut berguna bagi penulis untuk merevisi dan mengembangkan materi. Dalam mengolah hasil kuesioner dalam tahap kedua ini, penulis memperoleh data mean atau rata-rata opini kesetujuan responden sebesar 3.92. Hasil ini dapat diinterprestasikan bahwa materi yang sudah disusun sudah layak dan dapat diterima namun masih harus diperbaiki melalui proses revisi.

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Untuk menjawab permasalahan yang kedua dalam rumusan masalah, penulis menyuguhkan bentuk akhir dari materi yang sudah direvisi yang terdiri atas 8 unit. Tiap unit materi terdiri atas 3 bagian utama dan 2 bagian tambahan. Bagian utama dari tiap materi adalah Get into the Newsroom, Let’s Work!, dan Journalist’ Talk. Dua bagian tambahan dalam tiap materi adalah Breaking News dan Glossary. Penulis berharap bahwa materi yang telah disusun dalam skripsi ini dapat berguna untuk mengembangkan pembelajaran jurnalistik surat kabar dan meningkatkan kemampuan berbahasa Inggris siswa peserta ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta.

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CHAPTER I

INTRODUCTION

This chapter discusses the background of the study, the problem identification,

the limitation of the study, the problem formulation, the objectives, the benefit, and

the definition of terms.

A. Background

Mass media has been developed to fulfill people’s need of information. It is

people’s right to know everything which happens around them. Nowadays,

information can be easily accessed. Anyone can know the detail of an event by

watching television, reading newspapers or magazines, and browsing the news in the

internet.

To maintain the development of mass media and create some competent

journalists, many institutions have established journalistic courses. Some senior high

schools also accommodate their students who are interested in journalism by

establishing journalistic extracurricular. Its product may vary, but the most popular is

school paper. Reddick (1941:4) says that “the high school newspaper is in many ways

a miniature of its big brother, the daily newspaper”.

The extracurricular of journalistic creates a positive activity in which the

students are able to achieve some practical lessons such as news writing, news

gathering, news editing, and other tasks which are related to journalism. However, the

most important thing is that the students are free to express themselves since it is their

duty to communicate with others in the form of printed-media. Pasaribu (1995) says

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that the school paper potentially gives the students an opportunity to develop their

creativity, intellectuality, and communication skills.

“The high school paper is an instrument of education”, says Reddick

(1941:9). It educates the students on how to deliver information through writing. The

school paper, as the product of Journalistic extracurricular which is read by school’s

community, must be well written. By attending journalistic extracurricular, students

can improve their writing skill because it must meet the minimum of requirements.

B. Problem Identification

The journalistic extracurricular is a program in which the students are learning

to produce school papers or magazines, starting from gathering the news to selling the

media. The job description in the organization is flexible. It means that all students in

this extracurricular activity can participate in all of the activities of news publishing.

Every student has the opportunity to learn each process of information media

production.

Since a journalist deals with language, considering that the common product

of Journalistic extracurricular is school paper, all participants of this extracurricular

activity must be able to equip themselves with good language competency especially

in writing.

The process of news gathering and news writing can be an appropriate

medium of applying the theory that students have achieved in language class. During

the process they will be accustomed to using the language to communicate in a more

effective way. Rubin in Wenden (1987: 17) says that “A language can be best

achieved when the students play an active role in the process”. Here, the students

actively process the information into more readable media.


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The students who join the journalistic extracurricular will learn both

journalistic skill and language. However, most of the school papers are written in

Indonesian. It will bring a good result for the students’ English acquisition if they

begin to write an English school paper. Thus, the appropriate materials as the

instrument to teach them how to make English school paper are required.

C. Problem Limitation

This study focuses only on school paper produced by senior high school

students to avoid any misunderstanding of journalism products since the products of

journalistic extracurricular can be in various forms. School paper as one of the

products of journalistic extracurricular activity contains various types of journalistic

writing like hard news (the common type of news story), features, columns, editorials,

ads, movie or book review, etc. Therefore, this study prefers to use school paper as

the media in learning the basic principles of newspaper journalism.

The school paper which is also an instrument of education can be a training ground for students interested in journalism, a tool to foster students’ creative writing, and a facilitator for the students in maintaining their quality of writing (Reddick, 1941: 9).

It is obvious that journalistic extracurricular has a close connection to

language learning. Thus, the instructional materials designed by this study aims to

provide the basic principles of newspaper journalism and an opportunity for the

students to improve their English by writing the news story in English. Hence, the

instructional materials will only focus on news gathering and news writing as the

main activities in the journalistic extracurricular.


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This study attempts to provide the instructional materials only for journalistic

extracurricular activity in SMA Kolese De Britto. They have been producing a school

newspaper called “Kobar” that is the abbreviation for “koran selembar” or one-page

newspaper. “Kobar” reports useful and interesting news from around the school and it

is published once a week.

D. Problem Formulation

This study has two main problems which have been formulated as follows:

1. How is a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto Yogyakarta designed?

2. What does a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto Yogyakarta look like?

E. Objectives of the Study

The following are two objectives of this study:

1. To find out how a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto Yogyakarta is designed.

2. To know what a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto looks like.

F. Benefits of the Study

The English instructional materials for journalistic extracurricular in senior

high school that is designed in this study have some benefits for the teachers, the


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students, the extracurricular of journalistic instructor, and other researchers. The

benefits of this study will be explained as follows:

1. For teachers

Teachers are able to know the importance of school paper and support the

students who are interested in the journalistic extracurricular.

2. For the students

Students involved in journalistic extracurricular are able to comprehend the

basic theories of newspaper journalism and improve their ability of applying English

in news gathering and news writing.

3. For other researchers.

Other researchers are able to use this study as a reference to conduct further

studies that are related to journalistic extracurricular.

G. Definition of Terms

1. Instructional material

“Instructional material is the medium that contains specific items used in

learning process and delivered through various media” (Newby, 2000:117). In this

study, the instructional materials are established in the form of handouts that consist

of several examples of news story, the brief explanation related to subject content,

and some exercises.

2. Journalism

Siregar in Pasaribu (1995:9) says “that journalism is knowledge of converting

the reality to information that can be delivered through mass media”. This study


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attempts to give such knowledge of newspaper journalism through journalistic

extracurricular activity by designing a suitable set of English instructional materials.

Since journalism cannot be learned wholly from books or in the classroom (Candlin,

1963:9), the designed material should provide adequate amount of exercises.

3. Extracurricular

Extracurricular is an activity conducted outside the regular school course. The

number and type of extracurricular activity depend on the school’s policy. Generally,

these activities become the medium for students’ hobbies and interests. As defined in

Merriam Webster’s Collegiate Dictionary (1996: 412), extracurricular activities

usually carries no academic credit so that it only concentrates on improving the

students’ ability and skill to support them in achieving the academic subjects in the

regular school course.

4. School paper

School paper is the printed media which is produced and published in senior

high school by the students who participate in the journalistic extracurricular activity.

All of the process of producing news media is conducted by the students. School

paper has several similar characteristics as the daily newspaper, but the scope of

school paper is limited and distributed for school community. “The high school

newspaper is in many ways a miniature of its big brother, the daily newspaper”

(Reddick, 1941: 5).

5. News Writing

News writing is an activity to gather and serve the news in written form.

Berner (1992:1) says that “news writing is not only a physical act of putting words on


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paper and it is a process, 90 percents of which is not putting words on paper”. The

process of news writing begins with reporting or gathering all the information,

thinking and organizing the idea, writing the story by focusing on the journalistic

aspects, evaluating the work, and re-writing or even re-reporting.


CHAPTER II

THEORETICAL REVIEW

This chapter will present the theories that underlie the study of designing a set

of English instructional materials for journalistic extracurricular activity in SMA

Kolese De Britto Yogyakarta.

There are two sections in this chapter. The first section is theoretical

descriptions that discuss the instructional material design models, the basic theories of

newspaper journalism, journalistic extracurricular, and task-based learning. The

second section is the theoretical framework which explains the writer’s steps in

designing a set of English instructional materials for journalistic extracurricular

activity in SMA Kolese De Britto Yogyakarta based on the theories that underlie this

study.

A. Theoretical Descriptions

This section describes all the theories that underlie the process of designing a

set of English instructional materials for journalistic extracurricular activity in SMA

Kolese De Britto Yogyakarta. The theories described in this section are briefly

explained since this study needs the most essential points in each theory.

1. Instructional Materials Design Model

The writer is supposed to know the basic theory in designing the instructional

materials; therefore, the instructional material design models are needed as

references. Kemp’s and Yalden’s instructional material design models are selected

because the writer believes that these models are appropriate in this study.

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a. Kemp’s Model

According to Kemp (1977:8), “a plan is designed to answer three questions,

which may be considered the essential elements of instructional technology”. The

followings are the questions. They are:

1) What must be learnt? (objective)

2) What procedures and resources will work best to reach the desired learning

levels? (activities and resources)

3) How we will know when the required learning has taken place? (evaluation)

The plan consists of eight parts:

1) Consider goals, and then list topics, stating the general purposes for

teaching each topic.

2) Enumerate the important characteristic of the learners for whom the

instruction is to be designed.

3) Specify the learning objectives to be achieved in terms of measurable

student behavioral outcomes.

4) List the subject content that support each objective.

5) Develop pre-assessments to determine the student’s background and

present level of knowledge about the topic.

6) Select teaching/learning activities and instructional resources that will

treat the subject content so students will accomplish the objectives.

7) Coordinate such support services as budget, personnel, facilities,

equipment, and schedules to carry out the instructional plan.


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8) Evaluate the students’ learning in terms of their accomplishment of

objectives, with a view to revising and reevaluating any phrases of the

plan that need improvement.

Figure 2.1 illustrates the relationship of each step in the plan to the other steps.

Evaluation

Revision LearningObjectives

SupportServices

Preassessment

SubjectContent

LearnerCharacteristics

Teachinglearning activities,

resources

Goals, topicsand general

purposes

Figure 1: Kemp’s Instructional Design Model (1977: 9)

Evaluation

Goal, topics, and general

purposesLearner

Characteristics

Learningobjectives

Subject content

Preassessment

Teachinglearningactivitiesresources

Support service Revision

Figure 2.1. Kemp’s Instructional Design Model (1977:9)

The diagram above shows a flexible process among the steps. There is

interdependence among the eight elements, thus a decisions relating to one may affect

others. The starting point could be everywhere and then move back or forth to other

steps. However, the ideal sequence, according to Kemp (1977), is the objectives as

the starting point and evaluation as the final point. “The broken lines in the diagrams


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indicate revisions of elements made necessary by evaluation data gathered on

students’ accomplishment of objectives” (Kemp, 1977: 9).

b. Yalden’s Model

Yalden (1987:86) introduces some components that must be included into the

make-up of the syllabus. Those components develop the syllabus by allowing the

students to acquire the ability to communicate in a more appropriate and effective

way.

The followings are the ten components introduced by Yalden (1987):

1) The purpose for which the learners wish to acquire the target language must

be possibly considered in detail.

2) Physical aspect as well as social setting as the setting in which the learners

will want to use the target language must be considered.

3) The socially role the learners will assume in the target language, as well as the

roles of their interlocutors.

4) The communicative events in which the learners will participate: everyday

situations vocational or professional situations, academic situations and so on.

5) The language functions involved in these events, or what the learner will need

to be able to do with or through the language.

6) The notions involved, or what the learner will need to be able to talk about.

7) The skills involved in the ‘knitting together’ of discourse: discourse and

rhetorical skills.

8) The variety or varieties of the target language that will be needed, and the

levels in the spoken and written language which the learners will need to

reach.


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9) The grammatical content that will be needed.

10) The lexical content that will be needed.

To develop the language program, Yalden (1987:88-149) gives eight stages

that can be illustrated in figure 2.2:

Figure 2.2. Yalden’s Instructional Design Model (Adopted from Yalden, 1987:88)

a) Needs survey

The needs survey gathers all the information about the learners in order to

understand them before starting the teaching learning process and to expect for

establishing realistic and acceptable objectives. It studies the learners’ purposes in

acquiring the target language. The needs survey as the first step is the basic for the

further steps because it may affect the subsequent decisions and directions.

b) Description of purposes

This step is to clarify the purpose of the language program that should be

suited to the learners’ needs. When preparing the language program, the designer

must consider that its purpose is broad or narrow and occupational or educational

categories.

c) Selection / development of syllabus type

After getting the needs and the characteristics of learners, and also stating the

purpose of the language program, the designer will determine the type of the syllabus

in this stage. There are three basic syllabus types; structural, situational, and


13

functional. However, those basic syllabuses may be modified according to the

situation and these modified syllabuses are called communicative syllabus. The forms

of the communicative syllabus are structural-functional, structures and functions,

variable focus, functional, fully functional, and fully communicative syllabus.

d) Production of proto-syllabus

At this stage, the syllabus designer will focus on the description of the content

that the syllabus will have. There are many components to be considered in a

communicative syllabus, but it is impossible and not desirable to include everything.

The designer must look back to the earlier steps recalling all the gathered

information; those steps have close relation to the production of proto syllabus. It is

also necessary to give early attention to the specification of target levels whether it is

realistic or not to be specified.

e) Production of a pedagogical syllabus

Production of a pedagogical syllabus is a process in which the language

program designer will focus on the psychological factor as one of the important

things in developing communicative components. The aspects of the psychology of

the classroom are learners’ wants, needs, and desires. Therefore, a pedagogical

syllabus plays an important role to create a communicative classroom interaction.

f) Development and implementation of classroom procedures

Based on the gathered information in the earlier stages, the teachers look at

the syllabus to select the teaching techniques and the exercises and put them into a

lesson plan. If necessary, the teachers may conduct teacher training to improve

teaching performance.


14

g) Evaluation

At this stage, there are two aspects that can be evaluated. First, the language

program suitability with the learners’ needs and characteristics. The result can be

viewed from the examination. Second, the teachers as well as the teaching technique

will also be evaluated.

h) Recycling stage

The evaluation has provided sufficient data as the references for the program

designer and the teachers to determine whether the final performances of the learners

fit the goal or not. It is possible to reassess the content and revise the materials and

methodology procedures.

The writer has discussed the instructional models that are useful for references

in designing a set of English instructional materials for journalistic extracurricular

activity in SMA Kolese De Britto Yogyakarta. Since this study is related to

newspaper journalism, some basic theories of newspaper journalism are needed. The

writer will discuss the basic theories of newspaper journalism in the following part.

2. Basic Theories of Newspaper Journalism

The prominent activity in journalism is collecting the fact or information and

presenting it in the form of readable news story. The theory of doing such process is

needed in this study. In this section, therefore, the writer will explain the basic theory

of newspaper journalism in brief. They are the definition of news, the types of news,

the news structure, and the news writing.


15

a. Definition of News

Ishwara (2005:52) says that news is created from a real event that has just

occurred in the society. Human beings live in various situations which involve many

human aspects that are interesting to be noticed. It is also supported by Keir (1957:9)

in that the recent event is called news if the information is new and people are

interested in it.

The information that is served to the readers must be newsworthy. The factor

that determines the newsworthiness of information is the news values. Berner

(1992:15) says that news values have close relation with the social process as news

product. It is obvious that news values are assimilated from the norms in the society.

Ishwara (2005: 53-58) mentions the criterions of news values. They are:

1) Conflict

Physical conflicts such as wars and fights are newsworthy because they bring

about some victims and damages. The violence itself touches the readers

emotionally. The debates (non-physical conflicts) of pollution, nuclear

reactor, and any other issues related to the quality of life also get the

opportunity to be placed in the front page.

2) Progress and Disaster

Win and lose are the results of a conflict. The research that is conducted by

some experts results in several discoveries. Natural disasters, fire and the

stories of people who have lost their job can be interesting news in the front

page.


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3) Consequence

A newsworthy story can bring some effects on its readers. The consequence is

likely accepted as the news value and the standard of news importance. All the

newsworthy stories have consequences.

4) Prominence

It is agreed that name makes news and a big name makes bigger news. The

senses of news can be found easily among the famous persons. The

information is newsworthy if it is based on what they have said and done

because there is a consequence within.

5) Timeliness and Proximity

Timeliness and proximity are the tools to measure whether the story is

newsworthy or not. These two elements are able to determine what story can

be printed and where the story can be sold.

6) Strangeness

The stories of coincidental and contrast events, odd way of living,

extraordinary habits and hobbies, and superstition can attract the readers’

attention. The common element of strangeness is that the events are quite odd

and uncommon.

7) Human Interest

The news values of human interest are the combination of all elements that

make the value of news such as conflict, progress and disaster, consequence,

prominence, timeliness and proximity, etc. Most of human interest news


17

consists of strangeness that can be called as human novelties. Human interest

contains story value rather than news value.

8) Sex

Some editors have considered sex as the value of news. It is acceptable if

several well-known persons involved in the story. The movie stars’ marriage

and divorcement with its conflict may attract the readers’ interest.

9) Various Values

The stories of animals are usually interesting. Some news about animals can

be inspiring. All the stories of animals contain strangeness so that it can be

newsworthy.

b. Types of News

Pasaribu (1995: 59-60) defines the types of news:

1) Straight News or Hard News

Straight news or hard news is important information about an event that

involves human or thing. The information is fresh and considered as important

information because it has direct or indirect effect on the readers. Since the

information is so important, it must be reported to people directly. It is a reason why

it is called as straight news.

2) Soft News

Soft News is interesting information about an event that involves human or

thing or both. The information itself is not important and do not have effects on the

readers. The thing that needs to be reported is the event itself that has an interesting

story.


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3) Feature

Feature has the same value as the straight news. The information is important

and need to be reported but feature does not have to be printed and delivered to the

readers immediately. Feature aims to present the information in details. Berner

(1992:193) says that the writer has an opportunity to show more individually of

thought and style. The style in feature gives more variations of texts in newspaper.

4) In-depth Report

In-depth report presents the information with more details than straight news

or feature. According to Berner (1992:204), the writer amplifies the details by doing

analysis and evaluation and avoid to making an opinion.

c. News Structure

The readers do not have much time in reading a newspaper and thus all news

must be written concisely and attractively. “The Eye Tract” research as quoted in

Ishwara (2005:119) reports that “newspaper readers like to scan the headlines and

find the most interesting stories”. They do not read news thoroughly. Part of the news

they prefer to read is the main paragraph that contains facts, interesting statements, or

impact statements.

The readers’ behavior in reading newspaper creates a common form of news

structure. Reddick (1941:46) gives the essential characteristics of the typical news

story:

1) All the important facts are summarized in the first section, or lead, of the

story.


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2) The body of the story consists of facts that amplify or add to the statements in

the lead. Usually these facts answer questions that come naturally into the

readers’ mind after he reads the lead.

3) Within the body of the story, facts are arranged in the order of descending

importance.

Summarizing the facts and all important statements in the first section or lead

has become the rule of thumb in the news writing. The form used by typical news

stories is called the inverted pyramid. This form allows the readers to grasp the main

idea of the story without reading it thoroughly and the editor to shorten the story since

newspaper has limited pages.

Figure 2.3 describes the inverted pyramid form:

Details of least

important

Summary of all important facts

Facts of secondary important

The Inverted Pyramid Form

Figure 2.3. The Inverted Pyramid Form (Reddick, 1941:47)


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d. News Writing

“News writing doesn’t mean only the physical act of putting words on paper

rather it is a process, 90 percent of which is not putting words on paper”, says Berner

(1992:1). This is supported by Ishwara (2005:95) in that in the process of news

writing, a journalist must write with his heart and brain. The process of news writing

begins with reporting and collecting all the necessary information. The next step is

organizing the information and starting to write the lead and the body. When the news

is already written, it must be evaluated and re-written. The process of re-reporting is

needed when the information collected is insufficient.

Reddick (1941:56-58) provides three steps in writing a news story after

collecting the necessary information. They are:

1) List the facts in accordance with their importance

This first step can be done mentally or on paper. A journalist should take

5W+1H (What, who, where, when, why, and how) as the formula.

2) Write a condensed statement of the important facts

It is also called as writing the lead. All the most important facts are written in

the lead.

3) Write the body of the story

The less important facts are written in the body. The body also explains the

outlined facts in the lead more detail.

3. Journalistic Extracurricular

According to Merriam Webster’s Collegiate Dictionary (1996:412),

extracurricular means something that is “related to officially or semiofficially


21

approved and usually organized student activities connected with school and usually

carrying no academic credit”.

In accordance with this definition, journalistic extracurricular allows students

to improve their skill in newspaper journalism that they do not get in class. The

common products of journalistic extracurricular are newspapers and magazines

because these two media cover almost all of the journalistic skills and are low-costed

productions.

Siregar as cited in Pasaribu (1995:10) says that “learning journalism is the

best practice to recognize and reveal the reality”. The ability of recognizing and

revealing the reality will be useful in making a decision in the real life.

Pasaribu (1995) explains the functions of school newspaper. They are:

a. As communication medium

Students are able to deliver the important information to all the school

members. By reading the school newspaper, the readers are able to know what

and why an event can happen and to understand the motive behind someone’s

deed. The existence of school newspaper builds the understanding among all the

school members.

b. As an instrument to solve problems

School newspaper can communicate the problems that occur in school

environment. The follow-up action can be done after all the matters have been

reported.

c. As an instrument of self-development

School newspaper allows the students to learn how to express their thoughts in

written form. To compose a good writing, the students must be able to think


22

systematically and critically in a well-organized way. By writing the news, the

students also learn how to respect the public interest.

The writer has discussed the instructional models and the basic theories of

newspaper journalism. They provide the writer with adequate data that function as the

basic theories in designing the materials. Thus, the writer still needs an approach to

apply the designated materials. The writer chooses task-based learning as an

appropriate approach.

4. Task-based Learning

The writer has selected task-based learning as an approach in applying the

designed materials. This study aims to design a set of English instructional materials

to provide the students with a lot of exposures in learning English and task-based

learning approach can give some tasks that enable the students to learn English

naturally through newspaper journalistic activity. This section will explain the

characteristics of task-based learning, types of task, and the procedure of task-based

learning.

a. Characteristics of Task-Based Learning

Task-based learning is one of the approaches in communicative language

teaching. Larsen-Freeman (2000:144) says that a task-based approach aims to provide

learners with a natural context for language use. The learners work on some tasks and

they will use the target language naturally. Willis (2003:24) also supports the

statement by saying that the learners are free to choose whatever language forms they

wish to convey what they mean, in order to fulfill the task goal. In completing the


23

tasks they also have the opportunity to interact. Larsen-Freeman (2000:144) says that

in interactions with others, the learners may acquire words, phrases, or expressions

which are not familiar with them, but that new knowledge of the target language can

be useful at a later time.

Willis (2003) gives seven characteristics of task-based learning framework

that are different from other approaches:

1) In task-based learning framework, the learners use the target language

naturally and frequently, so that the target language is already familiar when

the learners get the language focus phase. The designed tasks in task-based

learning have established the context.

2) In learning language, the learners do not repeat, manipulate or apply the target

language but the language focus activities encourages them to think and

analyze.

3) Listening and reading have more varied exposure to natural language. The

tasks allow the learner to listen and read naturally during the teaching learning

process. The learners do not just listen to or read some examples made-up to

illustrate a single language term.

4) In learning language using task-based framework, the learners will understand

that language is more than verb tenses and new vocabularies. Task-based

learning framework includes all the language elements as the exposure.

5) The learning activities are flexible. The learner may ask about any aspect of

language at the analysis stage.

6) Fluency that may be the most important thing in learning the target language

is expected to establish the learners’ accuracy.


24

7) In task-based learning, the activities integrate all form skills – listen, speak,

read, and write – in natural way.

b. Types of Task

Tasks play important role in task-based learning approach. According to

Willis (2003:23), the tasks will stimulate the learners to always use the target

language for a communicative purpose in order to achieve an outcome. Therefore,

Willis (2003:40) also says that the learners should not orientate themselves towards

the result of the tasks. The main objective of task-based learning is not the completed-

task but the process during the task is being completed.

Willis (2003) provides six types of task as follows:

1) Listing

This type of task brings the environment in which the learners should talk

about a lot of things when they are trying to explain their ideas. The processes

involved are:

a) Brainstorming: the learners try to exploit their own knowledge or

experience when they grab some ideas and put them into one full

concept. It can be done in pairs or individual.

b) Fact-finding: the learners do some small research by asking other

people or referring to books.

2) Ordering and sorting

Ordering and sorting activities provide the learners with some useful exercises

to differentiate some items in several ways. These tasks involve four main processes:


25

a) Sequencing items, actions or events logically or chronologically.

b) Ranking some items according to a certain criteria or personal values.

c) Categorizing or grouping some items into the suitable heading.

d) Classifying items in some ways according to the learners’ choice.

3) Comparing

The learners practice to identify some objects and try to compare them to each other.

The processes involved are:

a) Finding the specific points by matching some items.

b) Finding similarities and things in common.

c) Learning to find differences.

4) Problem Solving

Problem solving tasks allow the learners to show their intellectuality and

ability to think and analyze. These activities are quite challenging and engaging. The

learners will never stop to solve the selected problem if it is interesting. The duration

and processes depend on the type and complexity of the problems.

5) Sharing Personal Experiences

This type of task is not goal-oriented as in other tasks. The learners are free to

talk everything about themselves or their experiences. Sharing personal experiences

activity can be the simulation for the learners so that they are more familiar with the

similar kind of conversation in the real life.

6) Creative Task

Creative tasks are often the combination of the other task types: listing,

ordering and sorting, comparing and problem solving. Creative works are usually


26

done in pairs or groups because the learners must do several task types in one activity

and sometimes they need an out-of-class research. Creative tasks also need

organizational skills and teamwork.

c. The Procedure of Task-Based Learning

In applying the task-based learning, we need a procedure that can make the

implementation easier. Willis (2003:40) introduces the task-based learning that

consists of three phases: the pre-task phase, the task cycle phase, and the language

focus phase. The teacher introduces the topic and the tasks during the pre-task phase.

In the task cycle phase, the learners do the exercises / tasks with the language they

have already known. The teacher functions as the guide to help the learners improve

their language. Doing the tasks under the teacher’s guidance, the learners are ready to

plan the report of the task. Language focus, as the last phase, discusses some specific

features of the language that come naturally during the task cycle phase.

Figure 2.4 is the task-based learning framework according to Willis (2003:38).

Figure 2.4. Components of task-based learning adapted from Willis (2003:38)


27

B. Theoretical Framework

This section focuses on creating the steps to design a set of English

instructional materials for journalistic extracurricular activity in SMA Kolese De

Britto Yogyakarta. The writer refers to both Kemp’s (1977) and Yalden’s (1987)

instructional material design in finding the suitable model to be applied in this study.

Each instructional material design model has its distinctive characteristic and cannot

be adapted without any modification. Therefore, the writer will combine them and

make a new instructional materials design model by selecting the most appropriate

steps or stages from Kemp’s and Yalden’s model.

The instructional materials design that has been established by the writer

consists of six stages. It can be explained as follows:

1. Needs Survey.

This first stage, which is taken from Yalden’s model (1987), attempts to

collect all the necessary information related to learners’ needs. The journalistic

extracurricular activity is not compulsory. Students who attend the program are

interested in learning newspaper journalism, so that they have specific needs of

achieving a certain skill in newspaper journalism. Considering their age, this program

is a new experience for some students. Therefore, the needs survey also gathers some

information from the experts in newspaper journalism and the journalistic

extracurricular instructors to find what subjects are best suited to apply.

2. Consider the goal and purpose.

After collecting and listing the needed information in the first stage, the next

step is to consider the goal and the purpose of learning. This stage is taken from


28

Kemp’s model (1977) that describes what skills and knowledge aimed to be achieved,

and from Yalden’s model (1987) that determines whether it is broadly or narrowly

purpose, and it is occupational or educational categories.

3. Specify the learning objectives.

This stage is taken from Kemp’s model (1977) and describes the level of

knowledge the students should reach. The goal and purpose that have been defined

become the starting point to formulate the specific objectives. The input obtained

from the journalists and extracurricular instructor in the needs survey gives some

important contribution for determining what objectives should be specified.

In this study, the students learn the basic principles of how to produce good

news stories in school newspaper, and then the journalists and extracurricular

instructor know the guideline much better.

4. List the subject content

In this stage, which is taken from Kemp’s model (1977), the content is derived

from the objectives and it organizes the specific knowledge and skills. The content

helps the students in achieving the objectives. In general, the content consists of

several specific information or explanation and procedures in doing certain activity

related to the topic. However, the content and the objectives must be interrelated.

5. Teaching Learning Activities and Resources.

This stage is the combination of Kemp’s (1977) and Yalden’s model (1987)

that focuses on selecting the appropriate activities to be conducted in classroom and

resources that will help the students in learning process.


29

6. Designing the Materials

At this stage, the writer begins to design the materials based on the collected

information and decisions from the previous stages. The materials’ units, the sources,

and the layout of the designed materials are considered and selected in this stage. The

writer aims to design the materials that are not only interesting but also suitable with

the lesson plan and its objectives.

6. Evaluating.

This stage is the modification of Kemp’s (1977) and Yalden’s model (1987).

This is the final stage in the instructional material design. The finished instructional

materials will be evaluated to check whether the outcome is related to the objectives

or not. If the result of evaluation indicates a flaw in the designed material, the process

of revising must be carried out. The revision may be applied to fix the subject content

or the selected teaching learning activities and resources.

The whole process of designing the instructional material can be explained in

figure 2.5:

Figure 2.5. The modified instructional model


CHAPTER III

METHODOLOGY

This chapter will discuss the research method used in this study. The writer

conducted the research to find out how a set of English instructional materials for

journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta was

designed. The second research was conducted to evaluate the designed materials. This

chapter consists of five important points in conducting a research in this study. They

are research method, respondent of the survey research, research instruments, data

gathering, and data analysis.

A. Research Method

According to Fraenkel and Wallen (1993:7), “research is careful, systematic,

patient study and investigation in some field of knowledge; and its purpose is to

discover or establish facts and principles”. A certain field of knowledge has its

distinctive characteristic and condition so that an appropriate method must be applied

in a research. Therefore, to design a set of English instructional materials for

journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta, a research

method that is best suited to educational research, especially the instructional material

design is needed.

The research prior to the process of designing the instructional materials will

provide the writer with information as the basis. The writer gathered the information

from students, instructor of journalistic extracurricular and journalists by conducting

survey. Ary et al (2002) say that the information is gathered by asking the

30


31

respondents some questions. Thus, this study used questionnaires and interview as

survey’s instruments.

However, the writer could not begin the process of designing the instructional

materials by directly applying the raw data from the survey. The writer needed to

conduct a developmental study in which the gathered data were analyzed and

developed. The conclusion drawn from the developmental study would be the basis

for setting up the level of journalistic and language skill in the designed materials.

1. Developmental Study on the Learner Analysis

The survey was conducted twice for this study. The first survey or pre-design

survey was conducted to gather the information of the students’ needs and of

suggestions or opinion from the journalists and journalistic extracurricular instructor.

The collected information was useful in designing the instructional materials. The

survey was carried out by distributing the questionnaires.

The questionnaires for the students of journalistic extracurricular in SMA

Kolese De Britto Yogyakarta focused on:

a. Students’ interest of learning newspaper journalism.

b. What the students’ wants in learning newspaper journalism.

c. The difficulties in learning English.

The result of the questionnaires gave sufficient information for the writer to

begin stating the goal and description of purpose as the second stage of designing a

set of English instructional materials for Journalistic extracurricular activity in SMA

Kolese De Britto Yogyakarta. By using the gathered data, the designed materials

hopefully will meet the students’ needs.


32

The writer also collected some data related to newspaper journalism subjects.

This research involved an instructor of journalistic extracurricular in SMA Kolese De

Britto Yogyakarta and 3 local senior journalists of Kompas and Kedaulatan Rakyat

daily newspapers. The collected information was taken as references to begin the

third and fourth steps; to specify the objectives and list the subject content.

The instructor is the person who has the experiences in teaching newspaper

journalism in journalistic extracurricular activity in SMA Kolese De

BrittoYogyakarta. The interview was conducted to obtain:

a. The appropriate teaching method

b. The materials taught in class

c. The instructor’s suggestion about the appropriate materials applied in the

designed materials.

This study deals with the knowledge of newspaper journalism. It is necessary

to gather some information from the journalists as the persons who work

professionally in newspaper journalism. The questionnaires for the journalists focus

on:

a. The journalists’ recommendation on how the teaching learning process should

be.

b. The journalists’ suggestions of the appropriate journalistic material in the

designed materials.

2. Developmental Study on the Designed Materials Evaluation

The second survey or post-design survey was aimed to evaluate the designed

materials. The suggestions and opinion came from several lecturers in English


33

Education Study Program and English teachers in SMA Kolese De Britto who have

already had the experience in teaching-learning process and the capability in material

design as well as in newspaper journalism. The data were gathered by distributing the

questionnaires.

After getting the feedback for the designed materials, the writer began to

revise the materials by referring to the evaluations and suggestions on the feedback.

Thus, the final step of designing a set of English instructional materials for

journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta was

conducted.

B. Respondents of the Survey

The respondents of the pre-design survey were the students of SMA Kolese

De Britto who participated in journalistic extracurricular, the journalistic

extracurricular instructor of SMA Kolese De Britto, and three senior journalists; two

journalists of Kompas daily newspaper and one journalists of Kedaulatan Rakyat

daily newspaper. The respondents of the post-design survey were the lecturers of

English Language Education Study Program in Sanata Dharma University and

English teachers of SMU Kolese De Britto Yogyakarta.

“The groups of people from whom the information is obtained in the research

study are called sample” (Fraenkel and Wallen, 1993:79). The sample in this research

had been selected through a decision that they would fulfill the researcher’s specific

needs. The process of creating the sample in such way can be called purposive

sampling. According to Cohen, Manion, and Morrison (2000:103), "purposive

sampling is a method of sampling in which the researcher judge the sample based on


34

their typicality and choose the sample for a specific purpose”. The sample was

selected non-randomly because the researcher believed that they have the needed

information which could not be obtained from any other sample.

The students of journalistic extracurricular were selected because the

researcher could get sufficient information of what the students wanted to achieve in

learning newspaper journalism. It was important to obtain such information because

the journalistic extracurricular activity required no any prerequisite.

The journalistic extracurricular instructor and the journalists are selected

because they had the reliable expertise in newspaper journalism and they could give

big contribution to the development of instructional materials. Everything that is

related to newspaper-journalism materials could be asked to the journalistic

extracurricular instructor.

The evaluation of designed materials should be handed to the right person. It

was the reason why the lecturers of English Language Education Study Program in

Sanata Dharma University Yogyakarta and the English teachers of SMA Kolese De

Britto Yogyakarta were selected as the sample. By their teaching and materials

designing experiences, the designed material can be evaluated then be revised.

C. Research Instrument

In conducting the survey, the instruments play an important role to bridge the

researcher and the sample. Through the research instrument, the information can be

transferred. This study used two kinds of research instruments, they were

questionnaire and interview.


35

1. Questionnaire

Questionnaires are the common instrument in a survey research. It is easier to

be employed because it can gather information from a large sample at the same time.

The questionnaire is a widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyze (Wilson and Mclean, 1994, as cited in Cohen, et al., 2000:245).

According to Fraenkel and Wallen (1993: 349-350), there are two types of

questionnaire. They are close-ended questions and open-ended questions. The close-

ended questions have limited options; the respondents only fill the questionnaire by

choosing the provided answer. This type of questionnaire is easy to be scored and

coded.

The open-ended questions allow for more individualized responses because

there are no options of answer. The respondents are free to answer; therefore it is

difficult to interpret.

In the pre-design survey, the combination of close-ended and open-ended

questionnaires was distributed to the students of journalistic extracurricular and the

journalists. The use of this type of questionnaire was to obtain the information from

several respondents at the same time.

In the post-design survey, the lecturers of English Education Study Program in

Sanata Dharma University Yogyakarta and the English teachers of SMA Kolese De

Britto Yogyakarta were given the combination of close-ended and open-ended

questionnaires. They should give their opinions and suggestions in the designed

instructional materials evaluation so that the materials could be revised well.


36

2. Interviews

“The research is called in as an interview when answers to a set of questions

are solicited in person” (Fraenkel and Wallen, 1993:10). By interviewing, the

researcher was given all the information directly and free to add or modify the

questions depending on the situation.

Interview was conducted to obtain the information from the instructor of

journalistic extracurricular. The researcher chose to use interview in order to make it

more effective and efficient and also the researcher would have the opportunity to

obtain more information.

D. Data Gathering

The needs survey aimed to get the necessary information to build the frame of

designed instructional materials. The data gathered were helpful in the early process

of designing the materials.

1. Data gathering in pre-design survey

In pre-design survey, the respondents were the students of journalistic

extracurricular, the instructor of journalistic extracurricular, and the journalists. The

data collected would give a great input for the writer to design the materials. The

writer distributed questionnaires for the students and conducted interview with the

instructor and the journalists.

The questionnaires distributed to the students of journalistic extracurricular

aimed to obtain the data including:

a. What do the students want to achieve in journalistic extracurricular?

b. Are the students really interested in newspaper journalism?


37

c. What are the students’ problems in learning newspaper journalism?

The writer developed these questions and arranged them into good

questionnaires in order to get the detailed information. The questionnaires were

distributed during March 2006.

The interview was conducted to obtain data from the instructor of journalistic

extracurricular. The writer had made a draft of questions that will be used in

interview. These questions had been developed from the major questions as the

following:

The major questions addressed to the instructor of journalistic extracurricular

were:

a. What is the procedure used in journalistic extracurricular?

b. What method do the instructors use in teaching newspaper journalism?

c. What subjects should be given to the students?

The interview process was conducted during December 2005 until January

2006 and there was a possibility to which the questions can be added or modified

depended on the situation.

2. Data gathering in post-design survey

In post-design survey, the writer needed to obtain the data from the English

lecturers of English Language Education Study Program and English teachers of

SMA Kolese De Britto Yogyakarta as the reference in revising the designed

materials. The data was collected by distributing questionnaires enclosed with the

designed materials. This process was conducted after finishing the whole designed

material. The data that needed to be obtained were:


38

a. Are the materials well designed?

b. Are the goals and standard competencies are well formulated?

c. Have the materials been developed using task-based learning?

d. What are the lecturers’ suggestions for the material revision?

After obtaining the data from the lecturers, the writer revised the designed

materials until it could be used to teach the basic theories of newspaper journalism for

the journalistic extracurricular students in SMA Kolese de Britto Yogyakarta.

E. Data Analysis

The data gathered both from questionnaires and interviews were processed to

gain the best result of the research. In the pre-design survey, the data collected from

the close-ended questions were sorted and listed to get the most preferable statements.

To analyze the open-ended questions, the writer summarized all the answers and tried

to find the interrelated ideas. The result in the post-design survey research also came

up with the same process. The difference was laid in the purpose of the survey. The

analyzed data in the pre-design survey was used to make the instructional materials

and the analyzed data in the post-design survey research was functioned to revise the

designed materials. All of the result of data analysis will be explained clearly in the

chapter IV.

To measure and interpret the data obtained from the respondents in post-

design survey, the writer uses the measure of the central tendency. According to

Sunyoto (2003), the central tendency is the representative value that can be taken

from the data. The writer measures the data by finding the mean (the average point).

The formula to measure the mean is:


39

Nxi

X ∑=

where X : mean or the average point

: the sum of the scores in the data ∑ xi

: the number of the population N


CHAPTER IV

RESEARCH RESULT AND DATA ANALYSIS

This chapter consists of two parts; the first part presents the discussion on how

a set of English instructional materials for journalistic extracurricular activity in SMA

Kolese De Britto Yogyakarta is designed. The second part is the presentation of the

English instructional materials for journalistic extracurricular activity in SMA Kolese

De Britto Yogyakarta.

A. Discussion on How a Set of English Instructional Materials for Journalistic

Extracurricular Activity in SMA Kolese De Britto is Designed

The writer conducted two kinds of study in order to design the materials. They

are pre-design study and post-design study.

1. The Result of Pre-Design Study

The survey research conducted in pre-design study enables the writer to

conduct each step in designing a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto Yogyakarta.

a. Needs Survey

To conduct the needs survey, the writer selected the respondents and

developed the questionnaires and interview lists as the survey instruments.

1) Result of the questionnaires

The students of journalistic extracurricular in SMA Kolese De Britto

were distributed some questionnaires in order to obtain their needs and

40


41

interests in learning newspaper journalism. Seven students, who participated

in the journalistic extracurricular, were the second grade students in SMA

Kolese De Britto Yogyakarta.

The questionnaires focused on the students’ needs and interests in

learning newspaper journalism and the students’ major difficulties in learning

English. Table 4.1 shows the results of the questionnaires for the students.

Table 4.1. Students’ needs and interests in journalistic extracurricular

Items to ask Respondents Answer

7 Yes Are you really interested in

newspaper journalism? 0 No

7 Yes Does journalistic extracurricular

give you a lot of advantages? 0 No

3 As a hobby

1 As a preparation to begin

career in journalism.

What is the function of journalistic

extracurricular for you?

3 Other answers: to improve

writing skills and to spend

their spare time by attending

extracurricular activity.

6 Yes Do you often read English

newspapers, magazines, or any

other medias? 1 No


42

7 Yes Do journalists need to master

English? 0 No

1 Yes Have you practiced to write

English news story? 6 No

6 Yes Do you want to be able to write

English news stories? 1 No

4 Soft news

3 Hard news

0 Column

What kinds of journalistic texts do

you like most?

0 Feature

5 Yes Do you like the current teaching-

method in your journalistic

extracurricular class?

2 No

The students’ answers as shown in the table 4.1 explain the students’

needs and interests in learning newspaper journalism. The more details of the

conclusion drawn from the table 4.1 are:

a) All students are highly interested in learning newspaper journalism

and the extracurricular activity gives them a lot of advantages (100%).

b) Three students (42.85%) regard the journalistic extracurricular as a

hobby, the other three students participate in the extracurricular to

improve the writing skill and have some fun. There is only one

student (14.3%) who regards the journalistic extracurricular as the

place to prepare himself before beginning his career in journalism.


43

c) Six students (85.71%) would like to learn how to write English news

stories.

d) Soft news is the most favorite type of text that the students want to

learn (57.14%). Three students (42.85%) choose hard news as their

favorite text.

e) Five students (71.42%) like the current teaching method in

journalistic extracurricular and 2 students (28, 57%) dislike it.

The writer also needs to know the students’ major difficulties in

learning newspaper journalism and English. The data will help the writer to

set up the difficulty level of the designed materials. Table 4.2 shows the

students’ major difficulties in learning newspaper journalism and English.

Table 4.2. Students’ major difficulties in learning newspaper journalism and English

Items to ask Respondents Answer

2 Cannot improve the sense

of news

3 Problem in writing news

linguistically

Difficulties in learning

newspaper journalism

2 Lack of journalistic

theories.

6 Problems in grammar,

tenses, and vocabularies

Difficulties in learning

English

1 Problems in speaking and

listening skills


44

To develop the designed materials, the writer also distributed

questionnaires to 3 professional journalists. The journalists’ experiences in the

process of news writing can be used as references in designing the materials.

All three journalists have the same answers. Table 4.3 shows the journalists’

suggestions.

Table 4.3. Journalists’ suggestions

Items to ask Answer

What teaching method should be

applied in journalistic extracurricular in

SMA?

The students should do a lot of practices

rather than focus on the theories.

What topics that should be given to the

students?

1. News and news values

2. 5W + 1H

3. The inverted pyramid

4. News structure

5. Types of news

6. Interview

7. Reporting

8. Journalistic language

9. Writing feature

2) Result of the interview

The writer conducted an interview with the instructor of journalistic

extracurricular in SMA Kolese De Britto Yogyakarta. There was only one

instructor who had the responsibility to teach. This interview aims to get the


45

instructor’s point of view in learning newspaper journalism. The gathered data

from the interview help the writer to choose the appropriate teaching method.

Table 4.4 shows the result of this interview.

Table 4.4. Result of the interview with the instructor of journalistic extracurricular activity

Question answer

Do you have journalistic background? Yes

Are you a professional journalist? No

What is your goal in teaching newspaper

journalism?

Improve the students’ sense of news and

help them to write the news stories.

What is the vision and mission of

journalistic extracurricular in SMA

Kolese De Britto Yogyakarta?

Vision: to develop the students’

awareness on the importance of

journalism.

Mission: to publish a magazine (once

per year) and school paper (per week).

What is your strategy and method in

teaching newspaper journalism?

Discussing, selecting the topic,

gathering and writing news, editing,

publishing, and evaluating.

How about the difficulty level of your

material?

Basic and intermediate theories of

journalism.

How do you teach the students? Do a lot of practices before discussing

the theories.


46

What are the difficulties that you can

find in teaching newspaper journalism

in SMA Kolese De Britto.

Students have already been busy with all

the academic activity and they are so

reluctant.

What materials should be given to the

students?

Foster the sense of news in the students.

b. Goal and description of purpose

The survey has provided the writer with data related to the students’

needs and interests in learning newspaper journalism. The gathered data

explain that the students have high interests in learning newspaper journalism.

However, most of them do not hope for a career in journalism. They only need

to know the basic skills of newspaper journalism. Therefore, the first goal is to

make the students understand the basic theories of newspaper journalism.

The designed materials also include the combination between the basic

theories of newspaper journalism and English-skills mastery. The gathered

data explain that most of the students are interested in learning English. They

find it necessary for a journalist to have good language competency since

journalism has a close relation to English as the international language. The

second goal of the designed materials is to make the students understand the

process of news gathering and news writing for newspaper in English.

When the goals have been stated, the writer is able to list the topics

included in the designed materials. From the survey result, the journalists and

the instructor have given some suggestions about the appropriate topics. The

writer lists the topics from the most basic theories of newspaper journalism.


47

There are 8 topics in the designed material as follows:

1) What is News and News Value?

2) Headline and Lead

3) The inverted Pyramid and 5W + 1H

4) News Source

5) Interview

6) Observation

7) Journalistic Language

8) News Writing

c. Specify the objectives

Each topic in the designed materials has its purpose of achievement. It means

that the journalistic skills and English competency in each topic are different

as well as the students’ achievement. Therefore the objective of the topics

must be specified. Table 4.5 shows the topic’s objectives.

Table 4.5. The topic’s objectives

Topic Objectives

What is news and news value

1. The students are able to mention the

definition of news and news value.


types of the news.

3. The students are able to identify the

facts and news values in news


48

stories.

4. The students are able to use simple

past in writing news story.

Headline and lead

1. The students are able to understand

the character and the functions of

headline and lead

2. The students are able to make

headlines and leads.

The inverted pyramid and 5W + 1H

1. The students are able to recognize

the inverted pyramid and 5W + 1H

in news stories.

2. The students are able to arrange the

news story’s structure using the

inverted pyramid and 5W + 1H.

3. The students are able to be

accustomed to using active

sentences in writing news.

News source


functions of news sources.

2. The students are able to find the

right news sources.

3. The students are able to use the

correct quoted speech.


49

Interview

1. The students are able to explain the

procedure of interviewing.

2. The students are able to record the

result of the interview.

3. The students are able to ask

questions correctly.

Observation


procedure of observation.

2. The students are able to gather

information by observing.

3. The students are able to write the

information using the appropriate

adjectives.

Journalistic Language


linguistic characters in writing

news.

2. The students are able to write and

revise news stories using

journalistic language.

News writing


basic principles of news writing.

2. The students are able to write news

story correctly.


50

3. The students are able to master the

entire lessons in the course as a full

process.

d. List the subject content

Each topic or unit is divided into three parts. There are Get into the

Newsroom, Let’s Work!, and Journalists’ Talk. The writer also provides the

designed materials with additional parts, they are Breaking News and

Glossary. The discussion of those parts is presented as follows.

1) Get into the Newsroom

This is the pre-activity phase. Before learning the basic theories

of newspaper journalism, the teacher of the journalistic extracurricular will

ask some brainstorming questions and the students are expected to follow

up the questions with a discussion. The teacher also gives some simple

tasks such as identifying certain elements in news stories and

distinguishing two types of text. All the most prominent basic-theories of

newspaper journalism are presented in this part.

2) Let’s Work

In this part, the students begin to do some exercises related to

the topic. The exercises are designed to allow the students to learn certain

journalistic skills by assuming themselves as the journalists. They directly

learn to do some journalists’ tasks in order to get new experiences.


51

3) Journalist’s Talk

This is the last phase in each unit. The students’ problems

related to the language found in each topic are discussed in this part. The

teacher will help the students to improve their language skills by

addressing the students’ errors and correct them by using this part. The

Journalists’ Talk provides the students with the grammar, tenses,

punctuation, etc.

Breaking News and Glossary as the additional parts are not

compulsory but it will give some advantages. Breaking News tells a short

story related to a journalist’s experience in doing his job. It aims to enrich the

students’ knowledge in newspaper journalism. Glossary is the collection of

words that are difficult to understand. The words are sorted from the included

news stories.

e. Teaching learning activity and resources

The writer refers to the journalists’ suggestions in the survey that the

students should do a lot of exercises rather than discussing the theories. Task-

based learning as the approach applied in this study also suggests the same

procedure. Students will learn a lot of things during the completion of the

tasks.

Therefore, the designed materials give more exercises and discussions.

The teacher of the journalistic extracurricular has the responsibility to

stimulate the students’ logic and understanding by giving them some

discussable questions. They also function as the guidance for the students

during the completion of the tasks.


52

In providing the basic theories of newspaper journalism and the

examples for the tasks, the writer selected the materials from credible

resources. The theories of journalism were adapted from the selected books.

The examples of news story are taken from The Jakarta Post as a well-known

English newspaper in Indonesia.

f. Designing the Materials

This is the final step in pre-design study in which the writer began to

design the materials. First, the writer chose the layout format and decided to

use newspaper format style in order to create the atmosphere of newspaper

journalism. Then, the writer arranged the contents of the designed materials

that have been selected in the previous steps and added some photos and

illustrations to make it more interesting.

The materials designed in pre-design study had not been tested and revised.

The writer needed the help from respondents who have expertise in English teaching

to evaluate the designed materials and gave the writer some suggestions needed to

revise the material. Thus, the writer conducted the post-design survey.

2. The Result of Post-Design Study

Post-design study is the main activity in the process of evaluating the designed

materials. In post-design study, the designed materials were distributed to the selected

respondents. The writer had enclosed questionnaires within the designed materials in

order to obtain useful feedback from the respondents. The provided data enable the

writer to revise the designed materials.


53

a. Description of the respondents

In the post-design, the writer selected 5 respondents. There were 2 lecturers of

English Language Education Study Program in Sanata Dharma University and 3

English teachers of SMA Kolese De Britto Yogyakarta. Each respondent was given a

set of designed materials and a questionnaire. The writer asked them some questions

related to the quality of the designed materials and allowed them to give comments

and suggestions. The description of the respondents is presented in table 4.6.

Table 4.6. The Description of Post-Design Survey Respondents.

Number of

the

Respondents

Group of

respondents Sex Age

Educational

Background

Teaching

Experienc

e

1 Lecturer Male 36 S2 8 years

2 Lecturer Male 30 S2 4 years

3 English teacher Male 38 S1 13 years



b. Data Presentation

This section discusses presentation of the gathered data from the respondents

in the post-design survey. The writer distributed questionnaires that contain ten

questions and free space for respondents’ comments and suggestions. The questions

were answered using five point agreement scales that can be seen in table 4.7.


54

Table 4.7. Point of Agreement

Point of Agreement Meaning

5 Strongly agree with the statement

4 Agree with the statement

3 Uncertain

2 Disagree with the statement

1 Strongly disagree with the statement

Table 4.8 shows the result of the respondents’ opinions that have been

summarized using the central tendency measurement.

Table 4.8. Result of the respondents’ opinions in post-design survey

No Statement Mean

1 The materials are designed to support the GIO and SIO in

the lesson plan 4.2

2 The tasks, the theories, and the vocabulary items have met

the language standard competency in GIO and SIO. 3.4

3 The topics, the theories and the tasks are appropriate for

teaching the basic principles of newspaper journalism. 4.0

4 The language difficulty level is appropriate for the second

grade of high school. 3.6

5 The section in each unit (Get into the newsroom, Let’s

Work!, and Journalists’ Talk) have been well developed. 4.0


55

6 The designed materials are well developed using task

based learning method. 3.8

7 The tasks are designed both for teaching newspaper

journalism and improving students’ English skills. 4.2

8 The instructions in the designed materials are clear, useful,

and well developed. 4.2

9 The layout of the designed materials is well developed and

interesting. 4.0

10 Generally, the materials are well developed. 3.8

The data above show the average respondents’ point of agreement for each

statement. The average point of respondents’ agreement toward the designed

materials is 3.4 to 4.2. The average mean is 3.92. Therefore, the result of the post

design survey shows that the designed materials are generally acceptable. In revising

the designed materials, the writer should pay attention to the statements in the

questionnaires that have less average-score. The respondents’ suggestions also help

the writer to make a revision.

c. Respondents’ comments and suggestions

The respondents’ enthusiastically gave comments and suggestions for the

writer to make a good revision. Their suggestions help the writer to consider the other

subjects of revision outside the provided statements in the questionnaires. The

followings are the summary of the respondents’ comment and suggestions.


56

1). Respondents’ comments

a). The designed materials are really a breakthrough in both improving

journalistic and English skills. However, there is still doubt over students’

capability in expressing or conveying their ideas in English.

b). The designed materials are not answer for its objectives, try to formulate the

objectives.

c). The designed materials will improve students’ English skills but the writer

must consider the language difficulty.

2). Respondents’ suggestions

a). It will be more interesting to have more news presented with more photos.

b). It will be more useful to have review at the end of each unit.

c). The writer should be more careful in selecting the news stories that are

appropriate for the second grade students’ English level.

d). The writer should reconsider the objectives in the lesson plan.

e). The materials are well developed and organized; however, it is a good idea if

the writer gives more theories or examples.

f). The instructions on the “Get into the newsroom” will be lacked of attention

since it is put on the right side. It will be different if it is put on the left side.

g). The writer should make it sure that the sentences are grammatically correct.

h). The writer should use more “operational words” to formulate the specific

objectives.

3. Discussion of the materials revisions and improvements

The result of the post-design survey had provided many inputs for the writer

in making revision of the designed materials. This section discusses the writer’s steps


57

in revising and improving the designed materials using respondents’ opinions and

suggestions as the references.

The evaluation as the final steps in designing instructional materials is the

important stage in which the writer is able to present the better designed materials.

The writer began to revise the designed materials in December 2006. After

considering the result of the post-design survey, the writer revised the designed

materials as follows:

a. The writer formulated the objectives using more “operational words” and

revised the review as the post-task in task-based learning.

b. The writer paraphrased the news stories and the instructions in order to adjust

the language difficulty for the first and second grade students as the

participants of journalistic extracurricular in SMA Kolese De Britto

Yogyakarta.

c. The writer added more photos and illustrations in order to make the designed

materials more interesting.

d. The writer put the instructions on the proper place so that it can get the

readers’ attention more easily.

e. The writer evaluated, rechecked and corrected the sentences from any

grammatical mistakes.

B. Presentation of the Designed Instructional Materials

This section discusses the final version of the set of supplementary English

instructional materials for journalistic extracurricular activity in SMA Kolese De

Britto Yogyakarta. The writer presents the final version of the designed materials

after revising it by using the result of the post-design survey. It also answers the


58

second questions in problem formulation that is what the designed set of materials

looks like.

The final version of the designed materials still consists of eight units. The

respondents agreed with the selection of the topics and units. Therefore, the writer did

not change the selection of topics. The topics can be seen as follows:

1. What is News and News Value?

2. Headlines and Leads

3. The Inverted Pyramid and 5W + 1H

4. News Source

5. Observation

6. Interview

7. Journalistic Language

8. News Writing

Each unit has three main parts. These parts function as the framework in

teaching learning process. The three main parts in the designed materials are:

1. Get into the Newsroom

This part invites the learners to understand the general description of the

related topic. The learners can conduct a small discussion about the subjects that

have been introduced by the teachers of the journalistic extracurricular through

some questions.

2. Let’s Work.

The learners begin to practice the theories they have learned. The writer

designed the tasks by referring to the journalists’ daily activities so that the

learner can feel the atmosphere of journalism work.


59

3. Journalists’ Talk.

This part can be called as the review or post-task in each unit. The learners

review the lessons that they have learned and practices to use certain language

skills used in the previous tasks.

The designed materials also have two more additional features, Breaking

News and Glossary. These features are not compulsory in each unit but they give

more useful information for the learners; they are:

1. Breaking News

It is a short story about some journalists’ experiences. The learners are able to

enrich their journalistic knowledge. The writer also hopes that this feature will

inspire the learners and encourage them to develop their journalistic skill.

2. Glossary

It is a group of unfamiliar words that may be difficult for the learners. Those

words are taken from the news stories. Glossary will enrich the learners’

vocabulary.


CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter is divided into two sections. The first section is conclusion and

the second section is suggestions. The first section concludes the answer of the

questions in problem formulation. First, the writer concludes the process of how a set

of English instructional materials for journalistic extracurricular activity in SMA

Kolese De Britto Yogyakarta is designed. The final version of the designed materials

is presented in the second part in first section. The suggestions are intended for the

students of journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta,

the instructor of journalistic extracurricular, English teachers, and other researchers.

A. Conclusion

The English instructional materials designed in this study aims to provide

appropriate materials for journalistic extracurricular students in SMA Kolese De

Britto Yogyakarta. The designed materials facilitate the students who are interested in

newspaper journalism, especially in newspaper and magazine journalism, to practice

how to write news stories while improving English. It focuses on the basic printed-

journalistic education and improves students’ English skills by using English as the

medium.

The writer answered the first question in the problem formulation by

constructing a new model adapted from the Kemp’s and Yalden’s instructional design

models. The modified model consists of 7 steps; they are:

1. Needs survey

60


61

2. Goal and description of purpose

3. Specify the objective

4. List the subject content

5. Teaching learning activities and resources

6. Designing the materials

7. Evaluation

There are also two important parts in the process of designing the materials;

pre-design study and post-design study. In pre-design study, the writer distributed

questionnaires to the students of journalistic extracurricular activity in SMA Kolese

De Britto Yogyakarta and interviewed their instructor to be able to analyze the

students’ needs and interests. The writer also distributed questionnaires to the

professional journalists in order to obtain the right information about basic printed-

journalism theories and what topics the writer should select for the designed

materials.

The post-design study provided the writer with data used for revising the

designed materials. The writer distributed the designed materials and questionnaires

to five respondents that consist of two lecturers of English Language Education Study

Program in Sanata Dharma University Yogyakarta and three English teachers of

SMA Kolese De Britto Yogyakarta. The result of post-design survey shows that the

average mean is 3.92. It can be interpreted that the designed materials are generally

accepted and the writer should revise some parts.

The second question in problem formulation was answered by presenting the

final version of the designed materials. The designed materials consist of eight units;

they are:


62




4. News Source

5. Observation

6. Interview


8. News Writing

Each unit is divided into three main parts which function as the teaching

learning framework in task-based learning. These parts are the implementations of

three main phases in the task-based learning (pre-task, task-cycle, and post-task).

They are:


2. Let’s Work!

3. Journalists’ Talk

The writer also added two more additional features that may be found in each

unit. They are:

1. Breaking News

2. Glossary

B. Suggestions

Based on the conclusion above, there are suggestions intended for the students

of journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta,

journalistic extracurricular instructors, English teachers, and other researchers.


63

1. For the students of journalistic extracurricular activity in SMA Kolese De

Britto

The writer suggested that the students begin to read books and newspapers

more often since books and newspapers are the most important references in

newspaper journalism. They should also look for any information or news from the

internet, television, or other media. The students’ skills in writing must be improved

and maintained by practicing it everyday and try to publish the writing in the local

newspaper agencies.

2. For Journalistic Extracurricular Instructors

The writer suggested that the journalistic extracurricular instructors should

focus on improving students’ sense of news. They should also use English materials

and references as many as possible. Learning activity will be more efficient if the

instructors give more tasks rather than theories.

3. For English Teachers

The writer suggested that the English teachers can use and modify the

designed materials to be applied in the regular class since the designed materials

contain some various activities that give more variation in learning process in English

class.

4. For Other Researchers

The writer suggested that other researchers can improve the designed

materials and continue this study by designing the materials related to newspaper

journalism for intermediate or advance learners. Other researchers are also able to use

this study as reference in designing the materials related to another type of

journalistic activity such as magazine or broadcasting journalism.


64

BIBLIOGRAPHY

Ary, D., Jacobs, L.C., and Razavieh, A. 1979. Introduction to Research in Education (2nd ed). New York: Holt, Rinehart and Winston, Inc.

Berner, T.R. 1992. The Process of Writing News. Needham Heights: Allyn and

Bacon. Candlin, F.E. 1963. Teach Yourself Journalism. London: The English University

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London: Routledgefalmer. Fraenkel, J.R., and Wallen, N.E. 1993. How to Design and Evaluate Research in

Education (2nd ed). Singapore: Mc Graw Hill, Inc. Ishwara, L. 2005. Catatan-Catatan Jurnalisme Dasar. Jakarta: Pernerbit Buku

Kompas. Keir, D. 1957. Newspaper. London: Edward Arnold (Publishers) LTD. Kemp, J.E. 1977. Instructional Design: A Plan for Unit and Course Development (2nd

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Penerbit Kanisius. Reah, D. 2002. The Language of Newspaper (2nd ed). New York: Routledge. Reddick, D.C. 1941. Journalism and the School Paper. New York: D.C. Heath and

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Rosdakarya


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Sunyoto, D. 2003. Ringkasan Statistik Deskriptif: Teori, Soal, dan Penyelesaiannya. Yogyakarta: PT. Hanindita Graha Widya.

Wenden, A., and Rubin, J. (Eds.). 1987. Learner’s Strategies in Language Learning.

Hertfordshire: Prentice-Hall International (UK) Ltd. Willis, J. 2003. A Framework for Task-Based Learning (6th Impression). Kuala

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Implementation. Englewood Cliffs, NJ: Prentice Hall International.


APPENDICES

66


Appendix A

Letter of Permission


68

Appendix B

Questionnaire for Students

Nama : Jawablah pertanyaan dibawah ini dengan melingkari jawaban yang sesuai dengan

pilihan anda.

1. Apakah anda mempunyai minat yang tinggi di bidang jurnalistik?

A. Ya B. Tidak.

2. Apakah kegiatan ekstrakurikuler jurnalistik sangat bermanfaat bagi anda?

A. Ya B. Tidak.

3. Apakah fungsi kegiatan ekstrakurikuler bagi anda?

A. Sebagai hobi

B. Sebagai bekal untuk merintis karir di bidang jurnalistik.

C. Lain-lain:

4. Apakah anda pernah membaca Koran, majalah atau media lainnya yang

menggunakan bahasa Inggris?

A. Ya B. Tidak.

5. Apakah kemampuan berbahasa Inggris diperlukan oleh seorang jurnalis?

A. Ya B. Tidak.

6. Pernahkah anda berlatih menulis berita dalam bahasa Inggris?

A. Pernah B. Belum pernah.

7. Inginkah anda untuk dapat menulis berita dalam bahasa Inggris?

A. Ya B. Tidak.

8. Apakah anda menyukai metode pengajaran dalam ekstrakurikuler jurnalistik ini?

A. Ya B. Tidak.

9. Model teks apa yang anda sukai untuk ditulis dalam surat kabar?

A. opini

B. berita

C. kolom

D. feature

E. lain-lain (sebutkan): …………………………………….


69

10. Kesulitan apa saja yang masih anda hadapi dalam proses menulis berita?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

11. Kesulitan apa sajakah yang masih anda hadapi dalam mempelajari bahasa

Inggris?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Terima Kasih


70

Appendix C

List of Questions for Interview with the Instructor

1. Apakah anda mempunyai latar belakang pendidikan di bidang jurnalistik?

2. Apakah anda pernah menjadi seorang jurnalis?

3. Apa yang anda ingin capai dalam ekstrakurikuler jurnalistik?

4. Apa visi dan misi dari ekstrakurikuler jurnalistik di SMU ini?

5. Bagaimana prosedur yang dipakai dalam ekstrakurikuler jurnalistik ini?

6. Materi apa sajakah yang anda berikan kepada siswa?

7. Bagaimana metode anda dalam membimbing siswa di ekstrakurikuler jurnalistik?

8. Kesulitan-kesulitan apa saja yang anda hadapi dalam mengajar?

9. Menurut anda apa sajakah yang seharusnya diajarkan kepada siswa?


71

Appendix D Questionnaire for journalists Nama: Pengalaman sebagai jurnalis: Pendidikan terkahir:

1. Menurut anda, pentingkah kemampuan berbahasa seorang jurnalis dalam mengerjakan tugasnya? Mengapa?

2. apakah seorang jurnalis perlu menguasai bahasa Inggris walaupun jurnalis tersebut bekerja di media yang berbahasa Indonesia?

3. Metode yang bagaimanakah yang seharusnya diberikan kepada siswa yang sedang belajar Jurnalistik?

4. Materi dasar apakah yang seharusnya diberikan kepada siswa SMU? (Jawaban anda dalam pertanyaan ini akan menentukan penulis untuk menyusun materi pengajaran per unit. Materi ini terbagi dalam minimal 8 unit. Berikut akan saya cantumkan beberapa materi dasar yang dapat anda pilih, namun tidak menutup kemungkinan jika anda dapat menambahkannya. Coretlah yang tidak anda sukai atau anda rasa tidak perlu).

• News and News Value • 5 W + 1 H • Inverted Pyramid (piramida terbalik) • News Structure: headlines, lead, body, ending. • Hard News • Soft News • Organizing the idea (pemetaan masalah) • Interview • Reporting an event • Library research • News frame work • Journalistic style and language • Writing feature • ______________________ • ______________________ • ______________________ • ______________________ • ______________________ • ______________________ • ______________________


72

Appendix E Questionnaire for the Designed Materials Evaluation Respondent’s Identity

1. Name :

2. Sex : M / F

3. Age :

4. Educational Background :

5. Experience in teaching English : (month/years)

Procedures

You are expected to judge the statements about the designed material based on your

opinion. Choose one of the options by giving the sign below the corresponding

number of degree of agreement that can be clarified as follows:

1 : Strongly disagree with the statement 2 : Disagree with the statement 3 : Uncertain 4 : Agree with the statement 5 : Strongly agree with the statement

The questionnaire

Point of agreement No Statement 1 2 3 4 5

1 The materials are designed to support the GIO and SIO in the lesson plan.

2 The tasks, the theories, and the vocabulary items have meet the language standard competency in GIO and SIO

3 The choice of the topic, the theories, and the tasks are well designed to teach the basic principles of newspaper journalism

4 The language difficulty level is appropriate for the second grade of high school.


73

5 The sections in each unit (Get into the newsroom, Let’s work!, and Journalists’ talk) have been well developed.

6 The designed materials are well developed using task-based learning method.

7 The tasks are designed both to learn newspaper-journalistic skills and improve English

8 The instructions in the designed materials are clear, useful, and well developed

9 The layout of the designed materials is well developed and interesting

10 Generally, the materials are well developed

Please give your comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please give your suggestions for the designed materials: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you


74

Appendix F

General Description

Designing a Set of English Material for Journalistic Extracurricular Activity in

SMA Kolese De Britto Yogyakarta

The study, “Designing a Set of English Material for Journalistic

Extracurricular Activity in SMA Kolese De Britto Yogyakarta”, aims to provide a set

of materials used in learning the basic skills of newspaper journalism. The designed

material also focuses on the language skills, especially English, as the important tools

in journalism.

A. Background

The development of mass media has triggered the rapid growth of journalistic

schools or courses. The journalistic education is also implemented early in formal

schools. Although journalism is not a school’s subject, students’ interest in publishing

school paper or magazine has proved that journalism has been a significant

knowledge in schools.

To learn journalism is to learn how to give newsworthy information to the

others by using written or non-written language. This purpose cannot be fulfilled

unless the journalistic theories are combined with the mastery of the language. Thus,

the mastery of English as the international language is compulsory. Moreover, the

young journalists must admit that many references and sources are spoken or written

in English.

Almost all high schools encourage the students to learn newspaper journalism

through the extracurricular activity. The students have an excellent opportunity to

learn how to make and publish the school papers. It is also a good place for the

students to improve their newspaper journalistic and language skills.

In accordance with the growing need for good teaching materials in

newspaper or printed journalism, the study focuses on providing instructional


75

materials used in journalistic extracurricular that combine the basic theories of

newspaper journalism and the English mastery.

B. Objectives

The study uses the students of journalistic extracurricular activity in SMA

Kolese De Britto as the sample. They have already had a regular journalistic

extracurricular that has published two kinds of media; “Kobar” (the one-sheet school

paper) and a magazine that is published once a year.

Since journalistic extracurricular activity in SMA Kolese De Britto does not

use English materials and the designed materials in this study are somewhat of a new

concept, the objectives of the study are:

1. To find out how a set of English instructional material for journalistic

extracurricular activity in SMA Kolese De Britto is designed.

2. To know what a set of English instructional material for journalistic

extracurricular activity in SMA Kolese De Britto looks like.

C. Subject Content

The designed materials are divided into eight units. Each unit has different

topic that has been compiled and arranged in order of its difficulty and in

chronological sequence of making news stories. The topics are:




4. News Source

5. Observation

6. Interview


8. News Writing

Each topic consists of three main parts; Get into the Newsroom, Let’s Work!,

and Journalists’ Talk. Two more additional parts are also included in each topic.


76

They are Breaking News and Glossary. Those parts function as the learning phases

because the designed materials use the task-based learning method in which the

learning process is divided into three stages; they are pre-task, task cycle, and

language focus. The details of each part are explained as follows:


This stage introduces the topic to the students. Several pre-

questions help the students to get the preview of the topic, and then the

materials explain some basic theories of newspaper journalism related to

the topic.

2. Let’s Work!

The provided tasks are given to the students after getting the

theories. Those tasks are similar with the journalists’ daily tasks. The

example of the tasks are searching for the appropriate news sources,

describing the setting of the event, interviewing news source to get the

information, etc.

3. Journalists Talk

It is also the language focus for each topic. This part discusses

the language element or skill that is important in the related topic.

Students often find difficulty in understanding some tenses, word

structures, or grammar in learning the topic. This part aims to overcome

their problems.

4. Breaking News

This is the additional part that is included in the topics.

Breaking news contains the information or story about newspaper

journalism. It aims to enrich the students’ knowledge of journalism.

5. Glossary

It is the additional part that provides the students with some

words that are difficult to understand. Those words are found in the

newspaper clippings, theories, or instructions in the materials.


77

Appendix G

Lesson Plan At the end of the program, the students are able to

1. Understand the basic principles of news gathering and news writing in newspaper as printed journalism.

2. Understand the process of news gathering and news writing in writing news stories in newspaper using English.

Topic General

Instructional Objectives

Specific Instructional

Objectives Activities Time Source

What is News and News Value

At the end of the course, the students are able to: 1. Understand

the definition of news and types of news

2. Recognize the news values

3. Identify the main idea in a news story.

At the end of the course, the students are able to: 1. Distinguish

news story from other types of writing.

2. Mention the values within a news story.

3. Categorize the newsworthy topics

Pre-task Discuss the differences between news story and other types of text. Task - define the function of news - find newsworthy topics - identify the news values - arrange the topics based on their newsworthiness. Post-task Review and discuss the use of past tense in news.

10’

15’

15’

10’

20’

20’

- Catatan-catatan Jurnalisme Dasar, 2005

- Newspaper, 1957

- The Process of Writing News, 1992

- The Jakarta Post

- Cambridge Advanced Learner’s Dictionary, 2003


78

Topic General

Instruction Objectives



Head-lines & Leads

At the end of the course, the students are able to: 1. Understand

how to make a good headlines and leads

2. Know how to describe and conclude the situation by writing a short sentence

At the end of the course, the students are able to: 1. Mention the

main parts in news story

2. Mention the functions of headlines and leads.

3. Make good headlines and leads.

4. Make a concise sentence and paragraphs.

Pre-task Answer the pre-questions and discuss the procedures in making headlines and leads. Task - Make the headlines for provided stories. - Make the leads based on the provided situations. Post-task - review - discuss the procedures in shortening the sentences - giving home assignments

10’

20’

20’

15’

15’

10’

- The language of Newspaper, 2002

- News-gathering, 1986

- Jurnalistik Praktis untuk Pemula, 2005.

- The Jakarta Post



79

Topic General

Instructional Objectives



The Inverted Pyramid & 5W + 1H

At the end of the course, the students are able to: 1. Understan

d how to organize the paragraphs using the inverted pyramid.

2. Understand how to analyze the topic using 5W + 1H.


functions of the inverted pyramid and 5W + 1H.

2. Distinguish the role of each paragraph in news story and arrange them into a good story.

3. Use 5W + 1H in developing the story.

Pre-Task Answering pre-questions and discussing the arrangement in news story. Task - Rearrange the jumbled paragraphs. - Identify the 5W + 1H within a news story. - Make leads from the provided facts and add the specific details by using 5W + 1H Post-task - Review - Discuss the use of active sentences - Give home assignments

10’

10’

15’

20’

15’

10’

10’


- Journalism and the School Paper, 1941.

- The Process of Writing News, 1992.

- The Jakarta Post

- Kedaulatan Rakyat



80

Topic General


Specific Instruction Objectives

Activities Time Source

News Sources


d the functions of news source

2. Understand how to develop news stories using the appropriate sources.

3. Understand how to develop a report by referring to some information.

At the end of the course, the students are able to: 1. Identify the

news sources within a news story.

2. Mention the procedures of getting sources.

3. Analyze the news stories to know its balanced reporting.

4. Select the proper news sources.

Pre-task Answering the pre-question. Task - discuss the function of news sources. - Identify the news sources in the provided news stories. - Analyze the proportion of news sources to know the balance in reporting. - List the possible sources in each provided situation. Post-task - Review - Discuss the quoted speech - Give home assignment

5’

10’

15’

15’

15’

15’

10’

5’



- The Jakarta Post



81

Topic General




Observa-tion


d how to conduct an observation.

2. Undestand how to describe the situation in sentences.


function of observation

2. Explain the procedures in conducting observation

3. Identify what to be observed.

4. Describe the situation in sentences.

Pre-task Answer pre-question and discuss the function of observation Task - Analyze the journalist’s observation in a news story. - Observe the environment around the school. - Write a news story from the gathered information in observation Post-task - Review - Explain the function of adjectives in describing situation and things. - Give home assignment.

10’

10’

30’

15’

5’

15’

5’


- News-gathering, 1986.

- The Jakarta Post



82

Topic General



Activities Time Sources

Interview At the end of the course, the students are able to: 1. Understan

d how to conduct an interview

2. Understand how to make good questions orally.


basic principles in conducting interview

2. Mention the steps in interviewing.

3. Conduct the note taking procedures.

4. Gather the information through an interview.

Pre-task Answer pre-questions. Task - Find an interesting thing about other students by interviewing. - Interview the guest. - listen to teacher’s spoken information and write it down Post-task - Review - Discuss the question sentences - gives home assignment

5’

25’

25’

15’

5’

10’

5’



- The Jakarta Post



83

Topic General




Journal-istic Langu-age


d the correct language structure in writing news.

2. Understand how to write the sentences correctly in writing news.


essential language elements in journalism.

2. Write the correctly based on the essential language element in journalism.

3. Revise the news story from its writing style

Pre-task Answer the pre-questions Task - read the language elements and complete the tables. - complete the sentences by choosing the right verbs or pronouns. - correcting the sentences. - revise and rewriting the provided news stories Post-task - Review - Discuss the countable and uncountable nouns - Give home assignment

5’

10’

15’

15’

15’

10’

15’

5’


- The Process of Writing News, 1992.

- The Jakarta Post



84

Topic General




News Writing


d how to write news stories correctly.

2. Understand the procedures in editing the news story.


basic procedures in writing news.

2. Produce a concise news story

3. Revise the news story.

Pre-task Answering pre-questions. Task - Conduct a thorough news writing Post-task - Review - discuss the procedures in making a concise story - give the final project

5’

40’

10’

15’

15’




Appendix H

The Designed Materials


#1 Get Into The Newsroom

Schools get English centers

Multa Fidrus

The Jakarta Post/Tangerang

T angerang municipal ad-ministration will build

English language learning cen-ters at 20 state schools. It is important because many graduates cannot speak English well.

The facilities for both junior high and high school students will open next month.

“The Centers will open in the next two weeks. We hope to see an improvement in students’ English grades,” the head of the city education agency’s equipment and infra-structure division, Ali Tung-

Adapted from The Jakarta Post; January 20, 2006, page 7

BREAKING NEWS

Julius Cae-sar con-trolled the R o m a n g o v e r n -

ment’s political pro-gress by reviewing the handwri t ten news sheets called Acta Senatus, Acta Publica, and Acta Diurna. These Sheets are the summary of what the Roman Government was doing. Acta Diurna is the latin word of “Daily Acts” and Diurnal itself means “daily”. Now it i s k n o w n a s “Journalism”.

Adapted from The Process of Writing

News, 1992.

English is world’s mother tongue

P eople say that English is important for any pur-

pose. It is the first international language as well as the key to build a global communication.

We have to start sharpening our people by teach them how to use English as the second language. I think schools are the appropriate place to do so.

Now, as you can see, our schools do not have proper facilities to increase students’

language skills. Many students said that they cannot under-stand even the simplest English sentences.

Perhaps, the government had already prepared a serious pro-gram to improve people’s language skills. I heard that they had spent more than Rp 7 mil-lions on it.

Teachers play an important role in education programs. Therefore, they must be sup-

ported by conducting some orkshops and seminars. I think the teachers also want those improvement.

It is true that the most ad-vanced countries rely on their well-organized education. We should follow them, but unfor-tunately, their history and knowledge are mostly written in English. We will never be able to learn from them if we do not master English as the world’s mother tongue.

gal, told the The Jakarta Post on Thursday.

The Administration used Rp 5 billion from its 2005 budget to build the centers at 10 state high schools, nine junior high schools and one vocational high schools, Ali said. Each center has 50 computers, an audio-visual projector and a sound system.

English is one of the six main subjects tested in na-tional final examinations.

Many parents are not sure that state schools are competent in teaching English. Those who have a lot of money will send their children to international schools, where English is taught by native speakers.

READ THE ARTICLES ON THE RIGHT AND ANSWER THE QUES-

TIONS BELOW:

• Which article gives you a lot of new information? Why?

• Do you trust the first or the second writer? Why?

• Which one do you think most suitable to be published in newspaper? Why?

UNIT 1

MEETING 1 THE DEFINITION OF NEWS AND NEWS VALUES

WHAT IS NEWS & NEWS VALUES?


B y reading a newspaper or watching news programs on television, we have al-ready known that news is a story of events, somebody’s profile etc. However,

we must know the definition of news. What makes them called as news? How is the good or the bad news? What is its function?

News : “A story is regarded as news if it is new information about recent event likely to interest the public” (Keirs, 1957: 9).

Here we can conclude three important elements from news:

• News is a story that can be printed in newspaper or broadcasted in radio or tele-vision.

• News contains new information that is needed by public

• The new information in news must be interesting enough so that the public will read it.

N ot all the stories that contain new interesting information are called as good news. Good news must be newsworthy. It must have news values that are use-

ful for its readers and listeners.

These are some criterion for news to be newsworthy:

• Conflict

• Progress and Disaster

• Consequence

• Prominence

• Timeliness and Proximity

• Strangeness

• Human Interest

• Sex

• Various Values

Answer these questions in pairs!

• What are the functions of news for the society?

• May a journalist report a fake news story although it is very interesting? Why?

• Find 5 newsworthy topics to be published in your school newspaper!

Adapted from Newspaper, 1952

Adapted from Catatan-Catatan Jurnalisme Dasar, 2005

Glossary

(to) conduct: to organize and perform a particular activity

mother tongue: the first language that you learn when you are a baby, rather than a language learned at school or as an adult

municipal: of or belong-ing to a town or city

Prominence: fame and importance

Proper: real, satisfactory, suitable or correct

Proximity: the state of being near in space or time

(to) rely on: to need a particular thing or the help and support of some-one or something in order to continue, to work cor-rectly, or to succeed

(to) sharpen: to make something sharp or sharper

BREAKING NEWS

John Boggart, the edi-tor of The Sun (NY), once said, “when a dog bites a man, that isn’t news; but when a man bites a dog, that is”.

John’s analogy was one of the great exam-ples in explaining the news values. Now it is considered as a cliché.

If a dog bites the US President so that he gets serious injury and lost one of his legs. It is news or not?


NEWS DEFINITIONS

DISCUSS IT

NEWS VALUES

PAGE 2 THE DEFINITION OF NEWS AND NEWS VALUES

#2 Let’s Work!


TYPES OF NEWS

1. Hard News

H ard news is the common type of news in newspapers. It must be brief and simple, because the purpose of the rest of the story will be to elaborate on this lead. If SMU Kolese De Britto students won the Math Olympic yesterday,

that is today’s hard news

PAGE 3 THE DEFINITION OF NEWS AND NEWS VALUES

Student killed in freak accident YOGYAKARTA: One student died and three others were injured Wednesday when a tree fell on a house, causing its roof to collapse on a group of elementary school students exercising near Mandalakrida Sta-dium.

Nurrozak Nabila, 9, was killed when the tree crashed down on a group of 262 students from SD Suko-

nandi elementary school.

Nurrozak died in route to Bethesda Hosptal, where the three injured stu-dents are still being treated.

“Who knew the tree would fall? Last night, when it was raining hard and there were strong winds, the tree was fine,” school principal Suwardi said. - JP

Adopted from The Jakarta Post, January 26, 2006, page 5

Adopted from The Jakarta Post, February 7 2006, page 4

2. Soft News This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organiza-tions. The "lead" is more literary.

Immigration introduces biometric passport An immigration officer helps Arian, get his fingerprints taken electronically using a biometric device at the Cen-tral Jakarta Immi-gration Office.

A computer will store the informa-

tion along with the infor-mation in Arian’s new passport.

Starting yesterday, all people getting new pass-port at the office will have their fingerprints and photographs taken

using the biometric identification

system.

The information will be then be stored on the passport in the form of a barcode and will eventually be ac-cessible online to officials in immigra-tion offices throughout the country.

This new system is expected to make passport processing faster and prevent document fraud. – JP/08.

3. Features News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item.

Januar Ani: Story of a volunteer corpse washer Slamet Susanto

The Jakarta Post/ Banjarnegara

Central Java

Kindergarten teacher Januar Ani, 22, never dreamed of being a corpse washer until she was needed in Banjar-

negara after the landslide to wash doz-ens of bodies.

Ani was a volunteer at the natural disaster post in Gunungraja hamlet, Sijeruk village, Banjarnegara regency, following the deadly landslide earlier in this month.

Read the following news stories!


THE DEFINITION OF NEWS AND NEWS VALUES

As a kindergarten teacher, Ani had never touched corpses. At the post, however, she had to wash bodies that had al-ready begun to decompose.

“At first, I was afraid, but eventually I was able to control myself, “ Ani told The Jakarta Post at the post a few days after the landslide.

Ani heard that there were not enough people to wash the bodies at the land-slide area. Then, Ani who lives in a district near the landslide area, volunteered herself.

“Once I touched the body of a victim, however, all my feelings of dread and

disgust disappeared,” said Ani.

The corpses, she said, included those of women and children. Many were beginning to decompose, especially those found more than three days after the landslide.

Ani said she was relieved that, despite the horrible sights and smells, she was able to finish the job.

She said she was also pleased to be able to do something to help the vic-tims and their families, washing the corpses, wrap-ping them in shrouds and preparing them for burial.

Adapted from The Jakarta Post, January 27, 2006, page 18

Glossary

Amid: in the middle of or surrounded by; among

Custody: the legal right or duty to care for some-one or something, espe-cially a child after its par-ents have separated or died

(to) detain: to force someone officially to stay in a place

Detention: when some-one is officially detained

Erratic: irregular, uncer-tain or without organiza-tion in movement or be-haviour.

Fraud: the crime of ob-taining money by deceiv-ing people.

Read the news stories below!

1. Find the facts in each news story!

2. Find the values in each news stories!

T he U.S. military freed two Iraqi journalists who work

for Reuters on Sunday after holding them for several months without charge.

Ali al-Mashhadani, a televi-sion cameraman who was ar-rested in august, and Majed Hameed, a correspondent for Reuters and Arabiya television who was detained in Septem-ber, are both placed in Ramadi, one of the centers of Sunni Arab insurgency.

They were freed from Bagh-dad’s Abu Ghraib prison after being held there and at a Camp Bucca, a U.S. jail in southern Iraq.

At least three other Iraqi journalists for international media, including a freelance cameraman working for

Reuters in the northern town of Tal Afar, remain in custody.

Reuters has urged the U.S. military also to free Samir Mo-hammed Noor, who has been held without charge since his arrest by Iraqi troops at his home in Tal Afar seven months ago. A cameraman for U.S. television network CBS in Mo-sul has been held since April.

Reuters and international media rights groups have re-peatedly voiced concern at the long and unexplained deten-tions of journalists by U.S. troops.

U.S. military frees Iraqi journalists


One dead, 15 missing in boat accident

O ne person has been con-firmed dead and 15 others

are still missing at sea after a boat with 21 people aboard capsized on its way from East Kalimantan to Tolitoli regency in Central Sulawesi in the early hours of Thursday, a police officer said.

Tolitoli Police chief Adj. Comr. Immanuel Larosa said six passengers were rescued by

a fishing boat that happened to be nearby. On the way to Tolitoli, however, one of the six died, he said.

Larosa said the incident was “inevitable” after large waves

hit the boat amid bad weather.

Until Thurs-day night, there was no any information about the exact location of the capsized boat.

Police found difficulty in

identifying the victims, Larosa


said, expressing his belief that the 15 missing passengers had died.

He said that police officers and local residents were con-tinuing the search for the miss-ing passengers.

(JP/Ruslan Sangadji)


Rearrange the topics below based on its newsworthiness!

Mamang, a villager, opened a news stand in Gejayan

Madonna took a vacation in Bali

Earthquake in Jogjakarta 9,7 Richter

Bird Flu killed 300 people in Burung town

Michael Jordan, a former NBA star, joined football training in Ajax

SBY visited SMU Kolese de Britto

A high school student lost his wallet 10 years-old boys read Playboy with

their parents

Nuke Bomb testing in Pyongyang

A thief stole a pair of sandal in mosque

#3 Journalists’ Talk

News Stories tell something that has happened. The readers get the information of the events a day after. Therefore, the journalist or the editor will use past tense in their sto-

ries. Note that past tense is not used for general statements of facts.

Examples:

• The Police said, “the victims have been evacuated. They are safe.”

• SBY visited the automobile factory in Bekasi. This factory produces 1500 units per month.

• People was sleeping when the earthquake destroyed the town.

Home Assignment

• Find 5 newsworthy articles on local newspaper!

• Find 5 Articles in local newspapers that you do not think those are nec-essary to be pub-lished!

Tipsy referee sent off in game smelling alcohol on his breath, the players became suspicious.

“The longer the match went on, the more he started to fall over and hold on to the boards, dropping his whistle and making contradictory signals,” Sveg trainer Hakan Nilsson told Reuters on Monday. - Reuters

STOCKHOLM: An assistant referee was sent off from a Swedish third division ice hockey game over the week-end after the players began to suspect he was drunk.

During the contest between Sveg IK and Halsingegar-dens AIK one of the two assistant referees started behaving erratically and,

Adopted from The Jakarta Post; January 17, 2006, page 10

Glossary

Insurgent: someone who is fighting against the government in their own country

Inevitable: certain to happen and unable to be avoided or prevented

Tipsy: slightly drunk

THE USE OF PAST TENSE IN NEWS STORIES

PAGE 5 THE DEFINITION OF NEWS AND NEWS VALUES PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI


UNIT 2

MEETING 2 HEADLINES & LEADS

HEADLINES & LEADS

RI maid charged with murder

Agence France-Presse Kuala Lumpur

An Indonesian maid has been charged with robbing and helping murder her employer, the mother of a Malaysian politician, reports said Saturday.

Zuraidah was charged on Friday after 74-year-old Mak Wan Ayob was found bound and dead in her home on Jan. 3.

She denied helping kill Mak Wan, the mother of a local leader in the ruling United Malays National Organization.

Zuraidah, 28, and fellow Indonesian and construction worker Khairul, 20, also allegedly robbed Mak Wan of jewelry.

“I did not commit anything. I understand. I claim trial to the charge,” Zuraidah, from Riau in Sumatra, was quoted as saying in court by the Star daily newspaper.

Khairul has been charged separately for the robbery, while a third person wanted for Mak Wan’s murder is at large, other media reports said.

Before going to school you always read a newspaper, but you must do it quickly if you do not want to be late.

1. When you read a newspaper in the morning, what do you read first? Why?

2. Do you read all the news stories in a newspaper? Why?

3. How do you choose the news stories that you want to read?

Now, take a look at the parts of a news story! Headline or the news story’s title

Byline, the writer’s & media’s name. It is not a required element.

Lead, the opening para-graph that contains main information.

Body, the more de-tailed and specific infor-mation. It is usually arranged based on its importance.

Discuss It!

1. Is it true that you can get the most important facts in news stories without reading them thoroughly?

2. If headlines and leads can explain the important information, why do journalists still write a full story?

Adopted from The Jakarta Post, January 16, 2006, page 4


WHAT IS HEADLINE?

PAGE 7 HEADLINES & LEADS

Glossary Alleged: to state that someone has done some-thing illegal or wrong without giving proof.

(to) blast: to criticize someone or something severely

(to) charge: to make a formal statement saying that someone is accused of a crime

(to) encapsulate: to express or show the most important facts about something

(to) rap: to criticize someone, especially offi-cially

(to) probe: to try to dis-cover information that other people do not want you to know, by asking questions in an indirect careful way

(to) omit: to fail to in-clude or do something

(to) slam: to criticize

H eadlines can be called as the news story’s title. Headline attracts the

readers to read the story or if it is put in the front page, it will attract the readers to buy the paper and read the story. The readers know exactly what they are going to read because headline encapsulates the story in a

minimum number of words.

The rules in making headlines are:

1. Rapping, slamming, probing and blasting

Headlines must tell the story’s main idea with sudden and forceful (rapping), critical (slamming & blasting), and investigative (probing) vocabularies.

2. Short but full of information

Headlines must be short enough to be put in limited space on newspaper. Sometimes the shortness of the headlines brings the ambiguity to the readers. A good headline is written with some linguistic devices in order to attract the readers’ interest. Therefore, a good headline writer has the ability to put or omit certain words.

3. Has graphological feature

Headlines must have a visual function and are printed larger than the text of the main arti-cles they refer to. The large size of headline will get the readers’ attention easily.

Look at these examples:

1. Weak: “Pyongyang refused peace resolution”

Strong: “Pyongyang declares war”

2. Weak: “Some terrorists bombed public places and scared people one more time”

Strong: “Terrorists strike back”

Adapted from The language of Newspaper, 2002

(When the readers read the first example, the term “war” may surprise them. War is considered as the most crucial and important event in “conflict” category of newsworthiness elements. While the readers may be attracted to read the second headline. The headline reminds them of the well-known sequel of Star War, “The Empire Strikes Back”.

LEADS Lead is the first paragraph in a news story that will tell the readers what the news is all about.

Lead’s functions are:

1. It summarizes the content of the news article and makes clear the point of the story.

2. it quickly gets the reader interested in the story.

3. it makes overall reading of the paper more efficient.

Adapted from Newsgathering, 1986

#2 Let’s Work!


HEADLINES & LEADS

THE COMMON TYPES OF LEAD

Summary Lead or Conclusion Lead

“President enjoyed his holiday in Safari Park Bogor, Sunday (14/12).”

Statement Lead

“The chief Police confirmed that his department won’t stop searching until they can nail the person who mur-dered Udin.”

Quotation Lead

“the rumour-monger of this untrue issue must be jug-ded,” the President said yesterday, referring to the issues that have frightened people recently.

Contrast Lead

“Bogor, the rain city, has a severe drought for the first time in these months. People are looking for clean water.”

Exclamation Lead

“No…!” the defendant screamed hysterically knowing that the verdict given was to be sentenced for life.”

Adapted from Jurnalistik Praktis untuk pemula, 2005

Write the good headlines for these news stories!

1.

ROCHESTER, Michigan: Superstar Eminem remarried his ex-wife on Saturday, a month after he said that they were getting back together, his publicist said.

“I can confirm that they were married this evening,” said Dennis Dennehy, a spokesman for Eminem’s la-bel, Interscope Records.

News helicopters flew overhead and paparazzi con-

gregated outside Meadow Brook Hall as the rapper born

Marshall Bruce Mathers III and Kim Mathers arrived by limousine.

The first marriage of Eminem, 33, and his high school girlfriend ended after two-plus years in October 2001.

Kim Mathers, 30, applied for marriage license last week, and Detroit television station WXYZ showed an invitation of her wedding.

Eminem and Kim Mathers reconciled in late 2004, and he announced in December that the two would get back together.

Both grew up in suburbs along Eight Mile Road, De-troit’s northern border. -AP

2.

JAKARTA: Though they spent Wednesday night in their flooded homes, residents of Kampung Melayu in East Ja-karta were forced out Thursday morning by rapidly rising waters, detik.com reported.

The water in their homes was 1.2 meters deep

A spokesperson for the city administration’s natural disaster mitigation task force, M. Feby, said Santa Maria Fatimah School, Hermina Hospital and Darul Islam Uni-versity were sheltering over 475 residents. - JP

Adopted from The Jakarta Post, 27th January 2006, page 8

Adapted from The Jakarta Post, 18th January 2006, page 20


HEADLINES & LEADS

3.

PEKALONGAN, Central Java: Four children died when they were swept out to sea by big waves at Sla-maran beach in Pekalongan city on Sunday morning. Six other children survived.

One body of 11-year-old Eko Afid Aprianto was found, while a search and rescue team was still searching for the bodies of three others still missing, Dullah, 11, Arif, 11, and Galih, 12.

The six other children were rescued by local fish-ermen and members of the team. They lived in Yosorejo subdistrict in Pekalongan city.

According to witnesses, the 10 children were having good time, playing and swimming when big waves swept them away.

Endang, Galih’s mother, said her son left house in the early morning to play.

“He left without saying goodbye just like he always did,” she said.

Pekalongan Police chief Adj. Sr. Comr. Agus Dwi Saputro said local search and rescue would continue looking for the missing vic-tims. - Antara

Adopted from The Jakarta Post, 28 January 2006, page 4

Try to write some good leads!

I magine that you are a journalist in a local newspaper and it is near the deadline. You must write a good story based on the facts that you have collected. However, in this exercise, you do not have to write a full story. Just write four good

leads based on these facts and situations.

Time of accident : approximately 19:57 hours this date

Place of accident : Laksda Adisucipto street, Jogjakarta, in front of the Kolese De Britto High School.

Vehicles involved : car A, Honda Jazz, operated by Bhanu Ronomadyo, Angga Jaya street 456B Condong Catur Jogja karta. Sex M, age 24, occupation executive manager. Car B, Toyota Avansa, operated by Dhamar Hanggoro, Polisi Istimewa street 988 Jogjakarta, age 25, sex M, occupation pharmaceutical staff.

Circumstances : Car A traveling east. Car B traveling west. Car B was struck broadside by car A. Skid mark left by Car A indicated that car A skidded 40 feet on pavement; apparently unable to stop because of slick pavement.

Traffic lights : Car B had green light. Car A had red light.

Weather : Light rain and high winds gusting to about 45 miles an hour. Pavement slick.

Passenger : Both men traveling alone.

Witness : Denny Timothy, pedestrian, age 21, of 45 Komojoyo street Gejayan Jogjakarta, saw the accident from the front of Wanita Building.

Source of information: Sleman Police Department unless otherwise specified.

The Situations

1. Both cars sustained about Rp 2 millions damage. No injuries. No arrest or citations. Both cars drove away under their own power.

2. Same as number 1 except the driver of B is the Sleman Governor.

3. Same as 1, except that impact caused Car B to swerve onto the southern sidewalk and stroke pedestrian

Denny. Denny taken by ambulance to Bethesda emer-gency room where he was treated for scalp lacerations and released. No other injuries.

4. Cars heavily damaged. Driver B removed to Bethesda hospital by ambulance. He is listed in satisfactory condi-tion in hospital, with two broken ribs, broken left arm, and numerous lacerations. Driver of Car A unhurt. Cars towed away. No arrests. No citations issued.



HEADLINES & LEADS

#3 Journalists’ Talk Headlines and leads are difficult to be written because of the limited space. They also must be interesting enough to attract the readers. These are some linguistic ways that can be applied to cope with the problems.

• Shorten the words

President curses porn magazines President curses porn mags.

Print advertisements challenge creativity Print ads challenge creativity

• Omit the function words

Kidman was given cinema honor in Australia Kidman given cinema honor in Australia

Revision of import duties was finalized Revision of import duties finalized

Glossary

Citation: a word or piece of writing taken from a written work

(to) congregate: to gather together in a large group of people or ani-mals

(to) deny: to say that something is not true.

rumor-monger: a per-son who spreads rumours

verdict: an opinion or decision made after judg-ing the facts that are given, especially one made at the end of a trial

suburb: an area on the edge of a large town or city where people who work in the town or city often live

(to) sustain: to suffer or experience, especially damage or loss

(to) swerve: to change direction, especially sud-denly.

Home Assignment Take a look at the headlines in newspaper from two different news agency!

• Are the headlines written by using the same theories that you have learned?

• Do you find another headlines’ characteristics?

• How about the language? Are they written in a similar way of writing?



W e know that newspapers have a limited space for its news stories. Therefore the readers won’t read all the news sto-ries in newspapers, they will find the one that really make them interested. The readers also only read the headline

and the first or second paragraph, just to grasp the main information. So, how should journalists write their news stories if the readers do not have enough time to read the whole stories?

UNIT 3

MEETING 3 THE INVERTED PYRAMID AND 5 W + 1 H

THE INVERTED PYRAMID & 5W+1H

Story 1

BEKASI: A live-in do-mestic helper has been arrested for the murder of her employee’s baby daughter, the police said Thursday.

The 30-year-old woman had been working for the Bekasi couple - Nuriman and Neneng Faridah - for just four days.

Bekasi Police chief Sr. Comr. Ed-ward Syah Pernong said their investiga-tion would determine the charges against the maid.

The police said the domestic helper was at home alone with two-month-old Ananda Talita Shasqia on Wednes-day.

She phoned Neneng, who is a teacher, in the afternoon, asking her to come home as Ananda had died after falling from her cot.

The parents arrived home to find their only child dead with blood around her nose and a wound to the back of her neck.

Bantargebang Police suggested tak-ing the child’s body to Cipto Mangun-kusumo General Hospital in Central Jakarta for an autopsy, but the family refused.

Story 2

BEKASI: The Bekasi couple - Nuriman and Neneng Fari-dah arrived home to find their only child dead with blood around her nose and a wound to the back of her neck.

The police said their two-month-old daughter, Ananda Talita Shasqia was at home alone with a domestic helper that had been working for the couple for just four days.

The maid phoned Neneng, who is a teacher, in the afternoon, asking her to come home as Ananda had died after falling from her cot.

Bekasi Police chief Sr. Comr. Ed-ward Syah Pernong said their investiga-tion would determine the charges against the maid.

Bantargebang Police suggested tak-ing the child’s body to Cipto Mangun-kusumo General Hospital in Central Jakarta for an autopsy, but the family refused.

The police said that the domestic helper has been arrested for the mur-der of her employee’s baby daughter.

Adopted from The Jakarta Post, January 16, page 8

These two different stories have the same information. Read and compare them!

1. Which story do you prefer to read if you do not have enough time? Why?

2. What are their dif-ferences?

3. Which one do you want to put in a newspaper?

R u d y a r d Kipling, a

young journalist had a beautiful poem:

“I keep six honest serving men (they taught me all I knew); Their name are What and Why and When and How and Where and Who”

Now this poem becomes the basic rules in writing news stories: 5W + 1H.


BREAKING NEWS


THE INVERTED PYRAMID AND 5 W + 1 H

Glossary (to) amplify: to increase the size or effect of some-thing

cot: a small bed for a baby or young child with high bars round the sides so that the child cannot fall out

(to) descend: to go or come down

(to) grasp: to quickly take something in your hand(s) and hold it firmly

(to) invert: to turn something upside down or change the order of two things

maid: a woman who works as a servant in a hotel or in someone's home

thoroughly: doing something completely

Summary of all important

Facts of secondary

Details of least im-portant

The Inverted Pyramid

THE INVERTED PYRAMID

T he basic pattern in news writing is called the inverted pyramid. It is very useful to solve the problem of readers’ limited time in reading a newspaper. The main function of this

structure is to enable the reader to get the main important facts of a news without reading it until the last paragraph.

The characteristics of typical news stories using the inverted pyramid are:

1. The first section or the lead contains the summary off all important facts.

2. The body contains the facts that amplify or add the main facts in the lead.

3. After the lead and within the body, facts are arranged in the order of the descending importance.

Adapted from Journalism and the School Paper, 1976

5W + 1H

M ost news stories answer six questions; what, who, where, when, why, and how. This formula, known as 5W + 1H, enables the readers to understand all the information thoroughly. Note that it is the story that answer all the ques-

tions. If those questions are answered by the lead, it will be too long. For example, the lead answer what question and each paragraph in the body will answer the other questions.

Look at the lead of story 1 in the first page!

BEKASI: A live-in domestic helper has been arrested for the murder of her employee’s baby daughter, the police said Thursday.

This lead answer What and Why questions.

• What happened? A live-in domestic helper has been arrested

• Why did she was arrested? She had murdered her employee's baby daughter

Adapted from The Process of Writing News, 1992

#2 Let’s Work!


THE INVERTED PYRAMID AND 5 W + 1 H

Look at the jumbled paragraphs below!

1. using the inverted pyramid, rearrange these paragraphs and make good news stories!

2. Find the “5W + 1 H” elements in each stories!

3. Finally, give each news story a good headline!

1.

New York police were investigating Monday the gruesome death of a man in the Indonesian consulate, who was dis-covered with a knife struck in his chest and one hand almost severed at the wrist.

Consulate officials said Wielanto had been given permission to stay at the consulate while he waited for a flight to Jakarta.

It was taken to the office of the city’s medical examiner to determine whether he was murdered or committed suicide.

The body of the man, identified as Bam-bang Wielanto, 35, of Jakarta, was found Sunday in a basement room of the four-story mansion just off Manhattan’s Fifth Avenue that housed the consulate.

The body was discovered by a security guard. As well the knife protruding from his chest, at least two other knives were lying on the floor.

“We are waiting on the examiner’s re-port before we take this any further,” a police spokesman said.

Police said they had found no suicide note.

Council chair Shukor Husin said state reli-gious authorities were in the process of gaze ting legislation banning the music style in sharia or Islamic law, and that its Muslim followers could be prosecuted.

Malaysia’s highest Islamic authority on Mon-day banned Muslims from taking part in a “satanic heavy metal cult”, calling the musi-cal genre un-Islamic.

Shukor said that the cult’s practices, based on U.S. rock band Metallica which has used symbols including an inverted cross, went against the teachings of Islam and could pro-pel a Muslim out of the religion.

“We are waiting for state religious authori-ties to gazette this fatwa under the sharia crime enactment,” he was quoted as saying by the national Bernama news agency.

The National Fatwa Council issued the reli-gious decree against the “black metal cult”, citing practices in which members stamp on the holy Koran, drink alcohol and freely engage in sex.

However, he said, merely listening to heavy metal songs was not a crime

2.

Adopted from The Jakarta Post, 1 February 2006, page 4

Adopted from The Jakarta Post, 24 January, page 12


The result in Wednesday’s Group B matches have added to the intrigue over how Camer-oon failed to make the World Cup while Togo and Angola qualified for its first finals. Togo, which has yet to score a point or a

goal, cannot now qualify with one match still to play.

Cameroon has a maximum six points from two games, followed by Congo on four and Angola on one. Congo needs only a draw against Cameroon on Sunday while Angola must win and hope Cameroon continue its winning run

Cameroon striker Samuel Eto’o, who will be watching the World Cup on television in June, struck his fourth African Nation Cup goal in two games on Wednesday to elimi-nate Germany-bound Togo.

Eto’o followed up Saturday’s hat-trick against Democratic Republic of Congo by scoring the first goal and setting up the other as the Indomitable Lions beat Togo 2-0 to qualify for the quarterfinals

Angola, also World Cup qualifier, was held 0-0 by the Congolese despite having a one-man advantage for 71 minutes after Tresor Mputu was sent off.

Although the latter pair produced improved performances in a double bill at the Military Academy Stadium, where track suited con-scripts were bought in to boost an otherwise meager crowd on a chilly afternoon, they lacked firepower in attack.

“I didn’t think we deserved to lose by that score,” said Togo’s Nigerian coach Stephen Keshi. “It was a big improvement on the last game.”

3.

Adopted from The Jakarta Post, 27 January 2006, page

You are a journalist and you have collected some information facts for your news story.

1. Based on the facts below, write the lead for your news story! (remember to put the most important facts in the begin-ning)!

2. Write the headline!

3. Add the specific information after the lead and make sure that your story has applied the inverted pyramid and 5W + 1H!

The Facts:

• SMU Kolese De Britto held DE BRITTO EDUCATION FAIR 2006 on 11-12 October 2006

• At least 32 Universities participated in this event

• Students from many high schools also attended the event enthusiastically

• Each university had a stand that provided some information about its education programs

• The main purpose of this event is to facilitate the high schools students in knowing and selecting the appropriate uni-versities for themselves

• The students did not only get the information about several universities, they also had the opportunities to choose the suitable university

• Ag Prih Ardiantanto, the head committee, said, “One of the goals in high school is to prepare its students to continue their study in universities. Therefore, giving them the provisions of knowledge, independence, and values of life is a must.”

Adapted from Kedaulatan Rakyat, October 13, 2006, page 13

PAGE 14 THE INVERTED PYRAMID AND 5 W + 1 H PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

#3 Journalists’ Talk Active VS Passive

Now, we have known that news stories try to give the information quickly as possi-ble. The main information facts are written in the beginning then the specific and less

important facts follow the lead. In writing news, the journalist must concentrate on using the active voice most of the time.

What is the relationship between active/passive sentences with the effectiveness of news stories? Look at the examples below!

Glossary (to) ban: to forbid, espe-cially officially

(to) boost: to improve or increase something

cult: a religious group, often living to-gether, whose beliefs are considered extreme or strange by many people

decree: an official state-ment that something must happen

enactment: special law

gazette: a newspaper (old fashioned)

gruesome: extremely unpleasant and shocking, and usually dealing with death or injury

propel: to push or move something somewhere, often with a lot of force

(active) California’s strongest earthquake since the World Series temblor triggered rock slides, broke windows and collapsed a warehouse wall Wednesday.

(passive) Rock slides were triggered, windows were broken and a warehouse wall was collapsed Wednesday in Califor-nia’s strongest earthquake since the World Series temblor.

It is clear that the subject comes at the beginning in the first lead. The second lead hides the subject almost in the end of the paragraph.

Discuss it! 1. Why do the using of active sentences make the news story more effective?

2. What if news stories do not apply the inverted pyramid and 5W + 1H?

3. Do you think that answering 5W + 1H in writing news stories is complete enough in writing news? Do you have any other elements?

Home Assignment

• During this week, find 2 newsworthy topics around your school and list all the im-portant facts. To list the facts, you can refer to the inverted pyramid and 5W + 1H formula. Write the headline and the lead. You do not have to write full paragraph for the rest of the story, just list the specific and less important facts.

PAGE 15 THE INVERTED PYRAMID AND 5 W + 1 H PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI


UNIT 4

MEETING 4 KNOW YOUR SOURCES

NEWS SOURCES

BREAKING NEWS

Mark Potter, an ABC r e p o r t e r , a l w a y s brought an old-small book. He wrote names, occupations, addresses, telephone numbers, and other important infor-mation in this book.

Potter’s habit tells us that news sources are very important. Other journalists also have the similar book.

Potter said that he couldn’t do his job without this book.

Adapted from Catatan-Catatan Jurnalisme Dasar,

2005

• Can a journalist write a news story without any support from the sources? Why?

• Who can be the sources? Who are they?

Bomb explodes in Penang, one killed

Penang Chief Minister Koh Tsu Koon asked the public not to spread rumors. He said that police were in control of the matter.

Police have not yet detained any sus-pects.

Authorities said it was the first such incident in the recent years in Penang – one of Malaysia’s main tourist attrac-tions.

One witness, Teoh Ah Seen, told na-tional news agency Bernama that about 50 people were watching a singing contest on a pedestrian walkway outside the mall when the blast occurred.

“We heard a loud explosion,” Teoh was quoted as saying. “I saw people run-ning helter-skelter, but I didn’t run far away. Later, I saw two men lying on the ground.”

Vijay Joshi

Associated Press/Penang, Malaysia

A home made bomb filled with nails and bullet casings exploded outside

a shopping mall on a Malaysian resort island, killing one man and injuring an-other, authorities said Monday.

Police said the small bomb exploded on Sunday night while some people were watching a singing competition outside the popular Prangin Mall on Malaysia’s northern island of Penang.

Perhaps the bomb was made by ama-teurs,” Penang’s criminal investigation police chief, Syed Ismail Syed Azizan, said at a news conference.

Malaysia, a mostly Muslim nation is known for its moderate Islam, is one of Southeast Asia’s most peaceful countries. It has cracked down hard on terrorism, having arrested dozens of Islamic militant suspects since 2001.

Investigators recovered nails up to 8 centimeters long from the blast site.

The bomb, hidden in flower bushes, also contained spent ammunition and had a fuse that resembled a large firecracker, Syed Azizan said.

The explosion killed Malaysian swim-ming coach Yeoh Kok Siew, 47. Another man was hospitalized with light injuries.

Adapted from The Jakarta Post, 17 January 2006, page 2

READ THE ARTICLES ON THE RIGHT AND ANSWER THE QUES-

TIONS BELOW:

• Could you mention all the news sources in this news story?

• Is the news clearly reported with these sources?

• Is there any possible source that can be included in this news story?


Glossary

(to) crack down: to start dealing with bad or illegal behaviour in a more severe way

Fuse: a string or piece of paper connected to a fire-work or other explosive item

helter-skelter: quickly and in all directions

(to) hospitalize: to take someone to hospital

pedestrian: a person who is walking, especially in an area where vehicles go

(to) recover: to get back something lost, especially health, ability, posses-sions, etc

resemble: to look like or be like someone or some-thing

BREAKING NEWS

Janet Cooke, a Washington Post reporter, won Pulitzer with her story “Jimmy’s World.” A story of an eight-year-old boy who was addicted to drugs.

This story was discussed several times until people found that her resume was flawed.

Cooke finally confessed that she had made some fake characters for her story. She had lost her Pulitzer.


2005

THE NEWS SOURCES’ FUNCTIONS Sources are the heart of the newspaper. Without them, journalists cannot write news stories accurately and reliably.

The functions of news sources are:

1. Develop the story by providing meaning and depth of an event

2. Information from the sources can lead to another news story.

3. Good relationship with the news sources will improve the journalists’ career.

Adapted from Catatan-catatan Jurnalisme Dasar, 2005.

BASIC SOURCES OF NEWS 1. Your own ideas It comes up from your reading or observing activity. Sometimes the ideas are

passed along by the city editor 2. Ideas originated by the public agencies, events, or situations The ideas may be presented conversationally to a reporter or they may be in the

form of press releases or news conferences. 3. The exchange ideas between a journalist and a source. The conversation between a journalist and a source may happen in the hallway,

during recesses in public meetings, they talk of the events of the day. The journalist’s skill of recognizing the news is tested. Within a long conversation, a journalist must be able to sort out some important facts that are newsworthy.


HOW TO GET NEWS SOURCES A journalist may get news sources for their story by doing these activi-ties:

1. Direct Observation The sources are the event itself. The journalist just observe as a passive recipient. (reporting a football match, natural disasters, accidents, etc). 2. Use Beat system Beat system gives the responsibility to a journalist in covering one of the news fields. A journalist may only write about a specific topic; politic, economic, sport, culture, or education. Most news agencies send their beginner journalists to the public agencies (reporting crime stories by attending police office, stories of education comes up from school boards). 3. Interview A journalist conducts an interview with the source to gather more accurate infor-mation. The information can be directly quoted in the news story or summarized. Interview is one of the most important activities in journalism. It needs certain skills and techniques, therefore, this subject will be discussed in the next unit.


PAGE 17 KNOW YOUR SOURCES

#2 Let’s Work!


KNOW YOUR SOURCES

Read the news stories below!

1. Find the news sources that build each story!

2. Analyze each story; does it already have balanced reporting?

TV transmissions tower falls in violent storm, three killed

Adianto P. Simamora The Jakarta Post/Jakarta

A TV transmissions tower collapsed amid a late af-

ternoon downpour and strong

The 100-meter-high tower, owned by TV7, was still under construc-tion when it collapsed, the station’s public relations head Moko Pamungkas said.

Several houses in the neighborhood were also destroyed.

Police identified the dead as Ridsyam Danuari, 8, Jimmy, 38, and Sonia, 35.

An unspecified number of injured residents were taken to local hospitals.

A local woman, Rida, said that her son, Danuari, was trapped in the rubble.

Kebun Jeruk Police chief Comr. Agus Risendi said police were investi-gating the cause of the incident and assessing the responsibility of the TV station.

Teguh Setiawan, who witnessed the collapse, told Antara news agency that he feared more peo-ple were trapped because of the many construction workers at the site.

The winds also de-stroyed a billboard on Jl. Gelora I in Palmerah, Central Jakarta, crushing two passing cars. There were no fatalities in the incident but it led to traf-fic congestion in the area.

strong winds Monday, kill-ing at least three people in Kebun Jeruk, West Jakarta, witnesses and police said.


Shouting match assails graft

A s the North Sumatra councilor took his place before the assembled crowd, peo-

ple probably assumed he was going to display his crooning abilities.

Instead, Amas Muda Siregar (shown above) gave them an earful Tuesday.

“Fight against corruptors!” Amas shouted He

was one of about 100 participants in a speech and yelling contest against graft at the provincial legis-lature in Medan.

The member of Golkar Party was the only councilor participated in the yelling contest, although Ab-dul Hakim Siagian of the National Mandate Party (PAN) showed his oratorical skills in the speech event.

Participants were free to yell or, deliver a speech on tackling cor-ruption, the winners will get cash prizes of Rp 2 million (US$190).

With his tirade measured at 106 decibels, Amas was not the win-ner, but he was not disappointed. He said he took part to show his moral support for the fight against corruption.

Contest coordinator Jaya Arjuna told The Jakarta Post the turnout was unexpectedly high, especially because the event was not en-dorsed by the provincial admini-stration.

Jaya, who is also Transparency International Indonesia’s coordina-

Continues on the next page


Free bus driver attacked by commercial drivers

The Jakarta Post Jakarta

A group of minivan and bus drivers attacked a driver for the free school bus in Cil-incing, North Jakarta, Thursday.

Kennedy, 35, a bus driver for the charity organization

Dompet Dhuafa, was taken to a nearby hospital for treatment after injuries to his head and face.

They attacked in the first day the bus began operat-ing. A group of drivers who said the news bus would rob them of income, stopped the bus that carried

many students at about 6:30 a.m.

The free school bus pro-gram director, Ahmad Ju-waini, said that the drivers forced all the students off the free bus and made them get on their minivans.

“Kennedy tried to explain

to the angry drivers that the bus was operating legally but they did not want to listen and attacked him,” Ahmad said.

The drivers hit the bus and with iron bars, breaking all of its windows.

People in the neighborhood came outside and helped Kennedy.

Ahmad said that Dompet Dhuafa provided two free buses and had tried to choose a route that would not overlap commercial corridors.

“We will discuss the prob-lems with the Association of Public Transportation Owners and the city ad-ministration,” he said.


tor in the province, said the event was meant to show the public’s dis-appointment at the facts that corrup-tions cannot be stopped.

In the last three years, he said pro-vincial prosecutors had only dealt with 21 corruption cases and the

police handled four graft. Meanwhile, within the last three months, members of the public filed 15 graft reports.

“This shows that our law enforcers have yet to become serious about fighting corruption. In contrast, the people seem to have more enthusiasm to bring

graft cases out into the open,” Jaya said.

(JP/Apriadi Gunawan)

Adopted from The Jakarta Post, 25 January 2006, page 1

Try to list all the possible sources for your stories based on these situations!

Situation 1: the fake medicines were sold in some local drug stores. The medicines contain unknown hazardous ele-ments.

Situation 2: a great explosion happened in SMA Kolese De Britto chemical laboratory. It caused severe damages.

Situation 3: a 18-year-old man, Suyatno, committed suicide in his house. He drank a bottle of unidentified liquid.

Situation 4: Students of SMA 49 and SMA 13 were fighting

in jl. Jendral Sudirman. There were many witnesses.

Situation 5: all Peter Pan personnel were injured when they performed in Jogjakarta. The stage collapsed.

Situation 6: Students from 5 high schools walked down to the street demonstrating against the new policy of UAN. The new policy reduces the chance of graduating.

Situation 7: a massive car accidents happened in Jl. Adisucipto. It involved 24 cars and 36 motorcycles. There were many witnesses.

PAGE 19 KNOW YOUR SOURCES

SCHOOL BUS: the free bus provided by Dompet Dhuafa.


KNOW YOUR SOURCES

#3 Journalists’ Talk People as the news sources are helpful to develop our news stories’ accuracy and authenticity. Therefore, a journal-ist must know how to write the quoted or the reported speech.

Quoted Speech

CORRECT WRONG

• “We will win the last match,” the coach said.

• Police said, “We have identified the kidnapper.”

• “These corruptor,” President said, “will be jailed immediately.”

• “Can they beat my team?” Ronaldo asked.

• “We will win the last match.” The coach said.

• Police said, “we have identified the kidnapper.”

• “These corruptor,” President said, “Will be jailed immediately.”

• “Can they beat my team?,” Ronaldo asked.

Home assignment

F rom the last week home assignment, you have chosen 2 topic for your news stories. You also have written the headlines and the leads. Now develop your news story by listing

the appropriate news sources.

Hints: find the news sources as many as you can and do not forget to consider the balance of your news stories.

Glossary

(to) assess: to judge or decide the amount, value, quality or importance of something

iron bar: a straight stick made of metal (iron)

congested: describes roads and towns where there is too much traffic and movement is made difficult

(to) croon: to sing or talk in a sweet low voice full of emotion

(to) deal with: to take action in order to achieve something or in order to solve a problem

downpour: a lot of rain in a short time

earful: to angrily com-plain to someone

(to) endorse: to appear in an advertisement, say-ing that you use and like a particular product

fatality: a death caused by an accident or by vio-

lence, or someone who has died in either of these ways

graft: the act of obtaining money or advantage through the dishonest use of political power and influence

(to) hamper: to prevent someone doing something easily

plea: the answer that a person gives in court to the accusation that they have committed a crime

rubble: the piles of bro-ken stone and bricks, etc. that are left when a build-ing falls down or is de-stroyed

severe: causing very great pain, difficulty, anxiety, damage, etc.; very serious

tirade: a long angry speech expressing strong disapproval



UNIT 5

MEETING 5 REPORTING EVENTS

OBSERVATION

DISCUSS IT!

• Mention some reasons why journalists must have the skill of ob-serving!

• When do the journal-ists begin to observe?

• Do the journalists always find the truth by doing observation?

A Journalist was born to observe

Journalists do not write news stories by putting all their opinions. They must find the facts and avoid using opinions in hard news, soft news, and feature.

News paper is not a work of fiction. It gives its readers the facts from recent events or occasions. This newspa-per’s function relies on the journalists’ skill in getting the information.

There are several tools of information gathering, obser-vation is one of them. A good share of information gathering comes from observation. By attending a meeting, a speech, or watching the high school science Olympic, we are reporting from observation. How-ever, it is always more than that. We can take a note of some news issues in the meeting or find out the stu-

dents’ readiness in the Olympic.

Observation is needed in almost all types of news stories and good journalists must have the ability of observing.

Adapted from Newsgathering, 1986 & Catatan-Catatan Jurnalisme Dasar, 2005

Read the following news story!

City smokers confused about puffing ban Adianto P. Simamora The Jakarta Post/Jakarta

Jakartans beware, the new laws on smoking in public places are now in effect – at least in theory.

Starting Saturday, Jakartans are now prohibited from smoking cigarettes in public places and enclosed spaces.

The ban in the 2005 Bylaw

on air pollution control, outlaws people smoking in shopping malls, restaurants, bus terminals, buses, trains, taxis, public minivans, air-ports, offices, hotels, schools an universities.

Official have banned smok-ing entirely on two city streets – Jl. Sudirman and Jl. M.H. Thamrin – places they call pilot areas for the

continues on the next page

#2 Let’s Work!


REPORTING EVENTS

ban.

Those who caught smoking in all restricted areas risks a six-month jail term and a Rp 50 million fine.

Governor Sutiyoso said Friday that some 1,000 officials would be out on Jakarta’s streets to monitor the implementation of the ban.

One official, Ali, told the Jakarta Post on Saturday, he had caught many pedestri-ans puffing in the pilot ar-eas.

However, in the ban’s early stages, officials were only asking smokers to put out their cigarettes and giving them a warning, he said.

“This morning we found

many people are still smok-ing here,” Ali said.

Ardi, 25, a resident of Cira-cas in East Jakarta, was observed by the Post calmly lighting a ciga-rette shortly after jumping off a public bus on Jl. Sudir-man in South Jakarta.

“Is the ban effective to-day?,” he nervously asked when he saw a public order official, flicking away his newly lit cigarette.

“I know about the ban but it’s still not clear to me

how it will be imposed,” he told the Post.

A guilty Ardi admitted to having already smoked two cigarettes on the bus from

East Jakarta to Jl. Sudirman.

“But nobody stopped me. I saw the bus driver smoking as well,” he

said.

Deni from Bin-taro, South Jakarta, was puffing near the busway shelter in Tosari, Central Jakarta.

When told of the ban, he said he did not care about any sanctions or warnings

he might receive.

“I can’t believe that smok-ing is prohibited along Jl. Sudirman or Jl. M.H. Thamrin. In my under-standing, the regulation is only being implemented inside buildings or public places of worship,” he said.

A pair of ojek (motorcycle taxi) drivers near the Setia Budi busway shelter on Jl. Sudirman also kept smok-ing and chatting unmo-lested.

Health experts have said it would likely take time for people to get used to the ban. Its effectiveness, they said, would depend on how rigorously the ban was en-forced.

Adapted from The Jakarta Post, February 5 2006, page 1

The news story above is the example of a journalist’s observation.

• What things that the journalist have observed?

• What is the journalist’s purpose by doing such observation?

TYPES OF OBSERVATION There are three types of observation:

1. Participant Observation In this type of observation, the journalist in-volves in the story he is going to write. The story can be more interesting and accurate because the journalist really know what the real situation. If you want to write a story of students’ daily life in the boarding house, you can start by leaving your house for a while and stay in the boarding house. 2. Nonparticipant Observation The journalists just become a witness or a spectator in this type of observation. What the journalist see is what he is going to write. If you want to write a story of MOS (inauguration activity), you can just sit and watch the event. 3. Unobtrusive Observation It is also called as mouse-in-the-corner-concept. Nobody knows when the journalist is doing his observation. He can eavesdrop on the visitors’ conversation in a bar or café.

Adapted from Newsgathering, 1986 & Catatan-Catatan Jurnalisme Dasar, 2005

Adapted from Newsgath-ering, 1986.

BREAKING NEWS

John How-ard Griffin had dark-ened his skin and become a negro. Then he started to live as a negro and discov-ered the reality, the dis-crimination against negro.

Griffin had successfully done his observation and he wrote his experience in his book, Black Like Me (1961).


REPORTING EVENTS

WHAT TO OBSERVE Here are the things to observe:

• Setting Describe the details of the places, the things you hear and smell, or what people doing in that place. The description of the setting will be useful for any type of news stories. Descriptive touches of the scene provide a context for your story. However, do not give too much descriptive detail. It only illustrates the topic and make it more vivid. • Character Most of the stories involve people. You can observe how they look and act. It includes their physical appearances, mannerisms, and habits. The description will bring the characters alive. • Action Things happen all the times, and a journalist must find a certain action to char-acterize the characters or situations. At first, the journalist must understand the character by previous research or interview. • Meaning It is also called as the plot of the situation. From the elements that have been observed, the journalist try to capture the meaning. The meaning also can answer the readers’ questions, “so what?”.

Those categorization of observation is called as “SCAM”. Although all elements are im-portant in observation, beginner journalists must focus on the setting and the character first.

Adopted from Newsgathering, 1986

Glossary

Bylaw: a law made by local government that only relates to its particu-lar region

(to) enforce: to make people obey a law, or to make a particular situation happen or be accepted

Fine: an amount of money that has to be paid as a punishment for not obeying a rule or law

(to) flick: to move or hit something with a short sudden movement

Issue: a subject or prob-lem which people are thinking and talking about

(to) outlaw: to make something illegal or unac-ceptable

Prohibit: to officially forbid something

Rigor: forcefulness or extremely strict obedi-ence of rules

Unmolested: is not touched, pushed, etc. By someone violently

1. Prepare some piece of blank papers. You are going to make a list as shown below:

Place:

Setting:

Character:

2. Go outside! Take a walk around the school and observe some places as many as you can. Write down the information on your note. Try to find something that can be an interesting topic for your news story.

3. If You have found your most interesting topic, repeat the observation diligently. Find more news sources. Ask some people that have close connection with the topic.

4. Finally, make your news story. You can write news as many as you can.


REPORTING EVENTS

#3 Journalists’ Talk Adjective

In observation, a journalist try to write everything he had seen. He ought to make the readers see. A good news story must be able to involve the readers into the events or the situations that are being reported. Therefore, to produce good news stories, the journalists should be able to use the appropriate adjectives to visualize the information.

CORRECT WRONG

One of my classmates is a foreign student. One of my classmates is a strange student.

The building is quite small The building is quite little.

His brother is very tall His brother is very long

Home Assignment • Do a simple participatory observation! You can try to get involve in other extracurricular or organizations in your

school. Just explore your creativity! Do not forget to ask for permission (if necessary).

• Do a nonparticipant observation! It can be a football match, students’ activity or any event happens in your school.

• Try to write the story of your observation.


UNIT 6

MEETING 6 GATHERING INFORMATION BY INTERVIEW

INTERVIEW


Ask them and get the information!

A journalist is interviewing an artist before her perform-ance (photo by Syukron)

I f someone keeps an infor-mation you really want to

know, will you ask him to tell you? Or you just let him go away and you remain to be curious?

In a day, you happen to ask people to tell you about some things several times. It is such a basic activity for human beings to get some information.

And, in journalism, asking people to provide some in-

formation is called as an in-terview. It is as same as eve-ryday conversation, but it requires journalistic skills that can be learned easily.

Is it important? Yes, it really is. Most journalists believe that good reporting is 80% interviewing.

Therefore, to produces good news stories, skills of inter-viewing must be combined with other journalistic skills.

You have learned how to make headlines, leads, and organize the ideas in the news story,

• Do you know how the journalists gather the information? Can you mention some of the ways?

• Does a journalist only need a writing skill?

• Is an interview only a matter of speaking?

BASIC PRINCIPLES OF INTERVIEWING • Interview is a conversation, usually between two persons with

one obvious direction.

• The journalists have the responsibility to do homework in prepa-ration for the interview so that the level of conversation is higher.

• Be open and interested during the interview.

• Make the interview fun enough and the interviewee will talk more freely.

• An interview is successful when the interviewee feels free to say what he or she really thinks and feels.

• Be the guide of the interview and write the result in a coherent stories or features.


BREAKING NEWS

Scott Martel, the young F l o r i d a r e p o r t e r showed up in T-shirt and blue jeans for a black-tie interview. It was surprisingly suc-cessful.

From this story, it is clear that the journalists must have courage and confidence.

Adapted from Newsgath-ering, 1986


GATHERING INFORMATION BY INTERVIEW

Glossary

coherent: If an argu-ment, set of ideas or a plan is coherent, it is clear and carefully considered, and each part of it con-nects or follows in a natu-ral or sensible way

(to) embarrass: to cause someone to feel anxious or uncomfortable

obvious: clear; easy to see, recognize or under-stand

(to) reinforce: to make something stronger

BREAKING NEWS

Barbara Walsh, a jour-nalist for Laurence (Mass.) Eagle-Tribune, was trying hard to in-terview William R. Horton Jr. He got heavy sentence for murdering.

Several months later, Walsh could interview him. She asked the “bomb” question as the first question. Horton refused to continue the interview then.

Walsh learned one good lesson from this story. A journalist should ask the serious / hard question at the end of the interview.

STEPS IN INTERVIEWING

T o learn to interview is to interview. Although it can be done by face-to-face or just by phone, interview has its main major steps. First, take a look at the following steps

before learning to interview.

1. Define the purpose of the interview

2. Conduct background research about the interviewee or the topic.

3. Request an interview appointment and explain your purpose (usually by phone).

4. Plan your interview strategy, find the best ways to approach a topic.

5. Meet your respondent, repeat the purpose and use “icebreaker” comments.

6. Ask your first serious question that reinforce the interviewee’s ego.

7. Proceed to the heart of the interview and keep listening, and use follow-up questions.

8. Ask “bomb” questions if necessary (potentially sensitive or embarrassing questions).

9. Recover, if necessary, from the effect of “bomb” questions.

10. Conclude the interview.


HOW TO RECORD THE INFORMATION While you are talking to the interviewee, you have to take note on some important details of information. It is quite difficult and here are the tips.

Note Taking 1. Knowing what to take notes about. Identify the main point first and for specific details, numbers or facts, you do not need to get them word for word. 2. Developing a shorthand. Create your own shorthand, using symbols, abbreviation to stand for common words. For example: government - govt, is/are - =, and - &, etc. 3. Training your memory to hold quotes, anecdotes, and details temporarily. Practice yourself to memorize the simple quotes or anecdotes and immediately write them down when you have finished your interview. If it is too long to memorize, use the shorthand.

Using a Tape Recorder 1. Check the “CAB” (Cassette, Actuality, and Battery). Maintain the good condition of the machine and prevent it to stop in the middle of the interview. 2. Ignore the tape recorder during the interview Do not make your interviewee nervous by recording all his sayings. Put the machine in an unobtrusive place. 3. Listen to the recorded track and begin to take notes.



#2 Let’s Work!



EXERCISE 1

Choose your partner and interview him! Find any interesting story about your partner. You can exchange the role if you have found your partner’s most interesting story. Do not forget to introduce yourself.

EXERCISE 2

The special guest is ready in front of us. We will make a conference press and the guest will be the source. You are the journalists and you should ask him some questions related to the topic that we have chosen. Remember that the guest is a journalist.

Career in Journalism Journalism in high schools

(your own topic)

EXERCISE 3

The teacher will read some written texts that contain useful information. Now prepare your note book and you will practice your taking note skill. Listen carefully to the teacher!


Question

There are two kinds of question, open and close question.

Close Open

• Do you agree with these statements?

• Are you satisfied with the result?

• Is the machine expensive?

• Why do you agree with the statement?

• How can the result satisfy them?

• Where do you buy this machine?

Note that close questions are usually answered by yes or no and do not give much information. To interview, you should use open questions as many as possible. If you use close question, you can ask follow-up question like “Why”.

Sometime, you can elaborate your understanding about the topic and ask the interviewee for confirmation. In this case, you can use tag questions?

• People do not agree with this statement, do they?

• You can afford an expensive printing machine, can’t you?



Home Assignment

The following sentences are the topics you can select:

Most Favorite Tourism Object in Jogjakarta for Foreigners

Has Jogjakarta Become a Real Tourism City?

Is It Safe to Take a Vacation in Jogjakarta?

Educative Tourism Objects in Jogjakarta

(your own topic that is related to “Tourism in Jogjakarta”)

• Before conducting the interview, you have to notice the steps in interviewing. Prepare yourself with the topic you are going to write.

• In order to make your news story more accurate and relevant, you should interview some foreigners.

• You are free to make your own headlines, decide the number of news sources, and use any type of news story.



UNIT 7

MEETING 7 JOURNALISTIC STYLE & LANGUAGE

JOURNALISTIC LANGUAGE

Answer these questions!

• Is the character of language in newspaper different from the other types of writing such as thesis, novel, or adver-tisement?

• Can you identify the differences?

• What is the purpose of newspaper to have such language characters?

T h e w o r d s t h a t s p e a k

R eaders will stop reading your news stories if you do

not organize the language of your stories. Let’s say that you are good in observing and interview-ing and people admire you as the greatest journalist, but you ig-nore the linguistic rules in writ-ing news. What will happen next? Your unforgiving failure.

Remember the basic purpose of newspaper. All journalists write the news stories in such a

way that let people grasp the main information without read-ing all paragraphs. They apply the inverted pyramid and develop the stories with 5W + 1H. To make the stories alive, they pay attention to the language; the sentences, the word choice, grammar, and another language element.

Now, let’s make our stories speak.

THE ESSENTIAL LANGUAGE ELEMENTS IN JOURNALISM

Here are the linguistic guidance for journalists:

• Agreement

• Past sentences

• Active Voice

• Parallel construction

• Punctuation

BREAKING NEWS

H.L. Mencken said that the strict rules in writ-ing the news won’t help, but there are some principles to be learned.

The writer who wants to make a clear writing must practice his senses first.


2005


JOURNALISTIC STYLE & LANGUAGE

1 . AGREEMENT In simple sentences, the verb and pronoun must agree with the subject in both person and number. The mistakes in writing as a result of ignoring the agreement can make the readers confused. We will discuss the agreement; nouns and verbs, nouns and pronouns.

Wrong Correct

• He work for the Washington Post

• The editors talks to the “green” journalists

• Samino fought against ghosts. She was exhausted.

• SBY and Jusuf Kalla was pleased with Bush’s visit.

• He works for the Washington Post

• The editors talk to the “green” journalists.

• Samino fought against ghosts. He was exhausted.

• __________________________________

2. PAST SENTENCE Things that happened in the past must be described using past sentence. That is why past sentences are often used in newspaper. However, do not use past sentences to write the general truth, habits and future events.

Wrong Correct

• SBY warns the corruptors yesterday.

• Students were upset. They began to study in new laboratory next year.

• It was his fault. God knew everything.

• The scientist said that the sun was the center of our solar system

• SBY warned the corruptor yesterday.

• Students were upset. They begin to study in new laboratory next year.

• It was his fault. God knows everything.

• _______________________________________________

3. ACTIVE VOICE The basic principle in writing news is to show the main facts/actions immediately. A journalist should not let the readers wait until the end of the sentences to grasp the main idea.

Poor Strong

• Buildings were collapsed, people were killed, and the city was paralyzed Saturday in Jogjakarta’s strongest earthquake.

• Tourists were fascinated by Jathilan and all tradi-tional dances yesterday.

• The civilians were scared, the killer was given a chance to run in the massive riot.

• Jogjakarta’s strongest earthquake collapsed build-ings, killed people, and paralyzed the city Satur-day.

• Jathilan and all traditional dances fascinated tour-ists.

• ___________________________________________________________

#2 Let’s Work



4. PARALLEL CONSTRUCTION Most writers often make unparallel sentences. They used the different types of verb, noun, or adjective in one sen-tence. This unparallel sentence will confuse the readers.

Wrong Correct

• School board is preparing the proposal, evaluates previous result, and seeking other opportunities.

• Teachers told the students that since March there has been an 11 percent increase in school fee, a 25 percent increase in food tax, and library’s books borrowing has increased by 34 percent.

• People rebuilt the city by using the city fund, make a warehouse, and buy cheap machines.

• School board is preparing the proposal, evaluating previous result, and seeking other opportunities.

• Teachers told the students that since March there has been an 11 percent increase in school fee, a 25 percent increase in food tax, and a 34 percent increase in library’s books borrowing.

• __________________________________________________________________

5. PUNCTUATION Punctuation is a set of symbols that define the relations between words. It helps journalists make their meaning clear. The symbols emphasized in journalism are comma (,), semicolon (;), hyphen (-), dash (-), apostrophe (‘), and quo-tation marks (“…”).

Comma: usually used in apposition SBY, Presidents of Indonesia, refused the decisions. Semicolon: rarely used in news stories. It is used for connecting phrases in a compound sentence. “Homeless isn’t the problem,” Quinn said; “what causes it is the problem.” Hyphen: it connects words to create compound modifier. The 10-year-old boy is alive. Dash: it is used when the writer wants to emphasize a phrase or word. The flight was canceled - it was the sixth time. Apostrophe: indicates possession or the omission of a letter in a contraction. Sri Sultan hasn’t reviewed the victim’s plea. Quotation marks: it describe the exact words of a speaker or the exact words taken from a document. Butet said, “the students’ sense of art must be stimulated.”

Adapted from The Process of Writing News, 1992



1. Complete the sentences by choosing the right options in the bracket!

1. Students (enroll/enrolls/has enrolled) at the university this month.

2. Students’ parents tried to (make/made/makes) a good environment for kids.

3. He went home to check (his/her/him) computer.

4. The doctor (says/say/said) yesterday that her hospital had been renovated.

5. Police confirmed that the disease (is/was/were) contagious.

6. President would (visit/visits/visited) America to discuss the economy.

7. They can (stay/stayed/staying) at the station until their parents (come/comes/came).

8. It is a terrible earthquake; (their/its/it’s) power may (destroy/destroys/destroyed) the entire city.

9. They fell in love and lived together - love (was/are/is) really a tool to bind people together.

10. He had an unforgettable memories - He (tell/tells/told) his friend about it everyday.

2. Correct or rewrite the following sentences!

1. The animals were harmed during the movie making

2. Police found new clues and plan to solve the case by investigating analyze and evaluate the previous evi-dences

3. The military forces will increases the weapon inventory and recruiting soldier

4. The ship has been repair and it’s machine won’t stop anymore

5. David Bowie the legendary musician influence many young artist with its music and lyrics.

6. The carnival were cancel and the competition was held in other places due to the flood

7. “the poverty is our problem” the minister said last week.

8. The two story building was crashed by the poor airplane

9. The chickens was infected unidentified virus and they were dangerous than bird flu

10. The success of this program are measure by it’s effective, reliability and valid

3. Revise and rewrite the following news stories!

1. Xanana, SBY to meet Friday JAKARTA: after their meet-ing were postpone in a dis-pute over a human rights report the Presidents of In-donesia and East Timor will meets Friday, the Indonesian foreign minister said.

Since a report accused Indonesia of genocide in it’s

24 year occupation of East Timor, it will be the first time President susilo bam-bang yudhoyono and her East Timorese counterpart Xanana Gusmao has meet.

“Indonesia would listens to what president Xanana Gus-mao has conveyed to the

United Nations Security Council” Foreign Minister Hassan Wirayuda say.




2. Suspected bird flu case in S. Jakarta JAKARTA: After being treated at stateowned Fat-mawati Hospital on Sunday evening, a resident of Le-bak Bulus South Jakarta dies of respiratory problem.

The hospital medical and treatment director Chaerul Nasution says Monday the avian flu virus were found by doctors in the lung of the 27 years old patient.

“We are still examines the virus but he dies as we were plan to transport him to Sulianti Saroso Hospital in North Jakarta. We taken all the necessary precau-tions when treating his body, on the assumption he was die of bird flu, Chaerul say.


Home Assignment

Collect all your news stories from the previous meetings and recheck the language struc-tures. Make a revision of your news stories!

Countable and Uncountable Nouns

Nouns can be countable or uncountable or they can have both characteristic. Countable nouns can be in singular or plural form. However, uncountable nouns is

always in singular form.

• Moneys are the tools of life (wrong) money is the tool of life (correct)

• His film has hidden meaning His film has a hidden meaning (correct)

• It has a purpose (correct) It has some purpose (correct)

You should consult your dictionary to recognize the other nouns.


Glossary

Counterpart: a person or thing which has the same purpose as another one in a different place or organization

(to) fascinate: to interest someone a lot

Genocide: the murder of a whole group of peo-ple, especially a whole nation, race or religious group

Precaution: an action which is done to prevent something unpleasant or dangerous happening



UNIT 8

MEETING 8 HOW TO WRITE NEWS

NEWS WRITING

Answer these questions!

• What is in your mind if you hear the term “News Writing?”

• Is it true that journalists’ most important skill is writing?

The Finishing Touch Journalists are often described as persons who always carry a note book or sit in front of a computer all day writing any-thing. Journalists are regarded as writer.

However, writing news has broad meaning. It is the whole process of reporting news. It starts from planning,

observing, interviewing, and writing down the gathered information. Sometimes, writing has a small portion of journalists’ business.

Writing is the last stage, but it won’t finish until the dead-line. Reread and evaluate the story are a must.

THE PROCEDURE OF WRITING NEWS The following are the simple steps in writing news. It is useful in dealing with the deadline that does not allow the writer to waste the time. Therefore, the quality of writing must be maintained.

• Concentrate on the focus

• Write the leads as many as possible

• Do not revise unless you have finished

• Use the question and answer tech-nique

• Read it loud

• Check the accuracy


BREAKING NEWS

Gene Roberts, a re-porter of Goldsboro News, had a blind edi-tor. He is Henry Belk. He often asked Roberts to read him his news stories.

One day, Belk said, “make me see. You aren’t make me see.’

It was such a great les-son for Roberts until he could work for The New York Times.


2005

#2 Let’s Work!


HOW TO WRITE NEWS

KISS AND TELL

I n writing news, long and complicated sentences are not allowed. “KISS and Tell”. Keep It Short and Simple. The news story is not for the writer himself, he must tell the story. The news story must make other people see, hear, and feel

what has been occurred in the story.

Robert Gunning in “The Technique of Clear Writing” shows the ten principles of writing.

1. Keep the sentences short on average

2. Use the simple forms

3. Use common words

4. Avoid using the unnecessary words

5. Use strong verbs

6. Write like you were talking

7. Use the understandable terms

8. Get connected with the readers’ experience

9. Use language variation

10. Write to tell, not to provoke


A good journalist is able to manage his time and does not complain about the deadline. The ability to gather the neces-sary information and to write them concisely, will be developed.

Now, prepare yourself to produce a simple news story. Imagine that you are a journalist and it is near the deadline. You have to concentrate because you do not have much time (30 minutes). Focus on creating a simple idea, gathered the information, and tell the readers about the event.

• go outside and find the most interesting place around your school (for ex-amples: the food stalls, the street, the repairs shops, etc)

• Observe the situation and let your mind ask for several questions (use the 5W + 1H).

• If you have found an interesting topic, keep observing and begin to write the supporting facts.

• Interview some persons to get the more accurate information. (you do not have to do a long conversation).

• Write your news story as fast as you can. Don’t forget to evaluate and re-vise your writing.

• Submit your news story and we will choose the most interesting stories.

BREAKING NEWS

Paula LaRocque intro-duced the term in writ-ing: The Octopus Writ-ing.

Sometimes journalists use a lot of words that may be unnecessary. But in writing news, it can confuse the readers.

Like the octopus, it uses its ink to decoy the enemy, the journalist use the ink not to make a clear writing but the absurd one.


2005


HOW TO WRITE NEWS

#3 Journalists’ Talk Make it concise

The ways of writing the story concisely can be done in two ways.

1. Choose the simple and easy words

(long): The scientist gave a cautionary tale about the ecological catastrophe

(short): The scientists warned that there will be a disaster.

2. Shorten the sentences.

(long): She has a new car. Her car was bought in Singapore last week.

(short): She has a new car bought in Singapore last week.

FINAL PROJECT You have learned the basic principles of journalism and practiced to report the news. You have also practiced to write some news stories. For the last task, you will be working together to produce the English school paper. It is as same as the school paper produced by the journalistic extracurricular, but it will be a full English version.

• One of you will be the editor-in-chief and you can discuss it to choose this lucky person.

• Set up a meeting to discuss the content of your upcoming school paper.

• Each of you has the responsibility to write one news story. It is editor’s right to manage the job description.

• The school paper must be published next week.

Glossary

Concise: short and clear, expressing what needs to be said without unneces-sary words

Decoy: something or someone used to trick or confuse other people or animals into doing some-thing, especially some-thing dangerous

(to) provoke: to cause a reaction, especially a negative one

Unless: except if


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