DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA.
DEVELOPING READING MATERIALS FOR JUNIOR HIGH
SCHOOL STUDENTS BASED ON CONTENT AREA
A THESIS
Submitted to Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ANGGITA KASANRA LUBIS
Registration Number: 2123121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledge, this thesis is my own work, has been
expresses in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, September 2016
Anggita Kasanra Lubis
Reg. No. 2123121002
ABSTRACT
Lubis, Anggita Kasanra. Registration Number: 2123121002. Developing
Reading Materials for Junior High School Students Based on Content Area.
A Thesis. English Educational Program, State University of Medan, 2016.
Reading is the basic in learning every subject. The more understanding the text,
the more information students can gain. However, the reading materials that the
students use is not appropriate based on syllabus. Therefore, the reading materials
should be developed to fulfil the syllabus and the students' needs also. Because
English is included Content Area Reading, so the development of reading
materials is based on content area which focus on strengthen the vocabularies,
specifically the unfamiliar ones, by giving glossary and related pictures. The
developed text is only focus in the first semester which is descriptive and recount
text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was
taken from interviewing the English teacher and distributing questionnaires for 30
students in grade VIII-4. The data showed that students need materials which is
related to their environment and constructed by familiar vocabularies. Based on
the result of the study, conclusion and suggestion are directed to the English
teacher who is teaching in that school to provide reading materials based on
syllabus and students' needs regularly.
Keywords: Developing, Reading Materials, Content Area
i
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful.
Praise be Allah, the cherisher and sustainer of the world, that has given his
blessing, sturdiness and patience, so that the writer can finish her thesis as a
partial to fulfil the requirements for the degree of Sarjana Pendidikan. Sholawat
and Salam are given upon our prophet Muhammad SAW who has taken us the
way of truth and brought us the true light of life.
In writing this thesis, she has encountered a lot of difficulties since the
beginning to the final, many people have directly helped and involved her in
finishing this thesis. She would like to acknowledge her deep gratitude for all of
them:
Prof. Dr. Syawal Gultom, M.Pd as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum as the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd as the Head of English and Literature
Department and as her examiner the valuable suggestions and critics..
Dra. Meisuri, M. A., the Secretary of English and Literature Department,
Nora Ronita Dewi, S. Pd., S. S., M. Hum., as the Head of English
Education study program, and Syamsul Bahri, S. S., M. Hum., the Head
of English Literature Study Program Faculty of Language and Art, State
University of Medan.
Prof. Dr. Busmin Gurning, M.Pd and Rafika Dewi Nasution, S.Pd.,
M.Hum as the respective and amazing advisors for their generous
guidance and assistance .
Dr. Rahmad Husein, M.Ed as the examiners for the valuable suggestion
and critics.
Prof. Amrin Saragih, M.A., Ph.D and Dr. Anni Holila Pulungan,
M.Hum as the validators.
For all Lectures who have given her the priceless and valuable
knowledge during her study at the English and Literature Department,
Faculty of Language and Arts, State University of Medan.
Eis Sri Wahyuningsih, M. Pd., and Pantes, the administration (staff) of
English Department, for their attention, help and information during the
completion process of this thesis.
ii
For her parents, who always love, support and pray for her in every
situation and condition, Mr. Anhar Limachmuza Lubis and Mrs.
Rahima Hayati Ritonga.
For her siblings, who always give care and motivation to finish her study,
Annisa Kasanra Lubis, STP and Affan Muhammad Ihza Lubis.
For her colorful-mate, who always be her side in her up and down
situations, Andika Pratama, Nurul Huda, Sylvia Febyani Taruna,
Theresia Manalu, Yeslika Debora Br Bangun.
For her one-step closer squad, who have given motivation and spirit,
Dayu, Geby, Jejen, Irma, Iza, Naya and Rika.
For her boyfriends, who always support, remind and help her, Mas Arif,
Mas Boy, Mas Ido, Bang Momon and Yan Sardo.
For her unbiological sisters; Kak Amy, Kak Danty, Kak Ai, Kak Isma,
Kak Tyas.
Organizations such as HMJ BSI FBS Unimed and Perpustakaan
Terapung for precious experiences, amazing time and opportunity.
English Regular C 2012 Family as the best class ever in her four-years
study at State University of Medan.
Last but not least, special gratitude be sent to SMP Muhammadiyah 7
Medan as the place that research took place, especially Mr. Fadilah as
the headmaster and Mr. Dana Supriyana as the English teacher.
The writer realizes that her thesis is far from being perfect therefore she
warmly receive any comments and suggestions that will improve the quality of
her thesis. She hopes that this thesis will be useful for further research.
Medan,
September 2016
The Writer,
Anggita Kasanra Lubis
Reg. Number. 2123121002
iii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGMENT................................................................................
ii
TABLE OF CONTENT .................................................................................
iv
LIST OF TABLE............................................................................................
vii
LIST OF FIGURE..........................................................................................
viii
LIST OF APPENDICES................................................................................
ix
CHAPTER I. INTRODUCTION ..................................................................
1
A. The Background of the Study......................................................................
1
B. The Problem of the Study ............................................................................
4
C. The Objective of the Study ..........................................................................
4
D. The Scope of the Study ..............................................................................
5
E. The Significance of the Study......................................................................
5
CHAPTER II. REVIEW OF RELATED LITERATURE .........................
6
A. Theoretical Framework ...............................................................................
6
1. Reading ........................................................................................................
6
a. Definition of Reading...........................................................................
6
b. Reading Process ...................................................................................
7
c. Reading Comprehension ......................................................................
9
d. Reading Comprehension Strategy ........................................................
10
e. Reading Material ..................................................................................
11
2. Content Area ................................................................................................
12
iv
a.
Definition of Content Area ..............................................................
12
b. Content Area Literacy......................................................................
13
c.
Content Area Textbook....................................................................
16
d. How to Improve Content Area Reading ..........................................
21
3. Criterion of Materials based on Content Area .............................................
25
4. Material Development ..................................................................................
27
B. Relevant Studies ..........................................................................................
30
C. Conceptual Framework ...............................................................................
31
CHAPTER III. RESEARCH METHODOLOGY ......................................
34
A. Research Design ..........................................................................................
34
B. The Subject of Research ..............................................................................
34
C. The Instruments of Data Collection ............................................................
34
D. Material Development .................................................................................
35
CHAPTER IV. RESEARCH FINDINGS AND DATA ANALYSIS .........
36
A. Gathering Information and Data..................................................................
36
B. Analyzing the Data ......................................................................................
36
a.
Target Needs ....................................................................................
37
b.
Learning Needs ................................................................................
39
C. Designing Materials (Draft) ........................................................................
40
D. Validating New Materials by Experts .........................................................
48
E. Revising Materials Based on Experts' Suggestions .....................................
49
F. Revised-Developing Reading Materials (Final Product) ............................
50
CHAPTER V. CONCLUSION AND SUGGESTION ................................
51
v
A. Conclusion ...................................................................................................
51
B. Suggestion ...................................................................................................
51
REFERENCES ...............................................................................................
53
APPENDIX .....................................................................................................
56
vi
LIST OF TABLES
Pages
Table 4.1...........................................................................................................
38
Table 4.2...........................................................................................................
38
Table 4.3...........................................................................................................
38
Table 4.4...........................................................................................................
38
Table 4.5...........................................................................................................
38
Table 4.6...........................................................................................................
39
Table 4.7...........................................................................................................
39
Table 4.8...........................................................................................................
48
Table 4.9 ..........................................................................................................
49
vii
LIST OF FIGURES
Pages
Figure 2.1 Bottom-up Approach to Reading ....................................................
8
Figure 2.2 Top-down Approach to Reading ....................................................
8
Figure 2.3 Interactive Approach to Reading ....................................................
9
Figure 2.4 The Conceptual Framework ...........................................................
33
viii
LIST OF APPENDICES
Pages
Appendix A ......................................................................................................
56
Appendix B ......................................................................................................
60
Appendix C ......................................................................................................
75
Appendix D ......................................................................................................
83
IX
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is one of essential subjects should be learnt in school. There are four
skills in learning English; reading, listening, speaking and writing. Reading is a
fundamental skill in learning English for students especially as foreign language.
With strengthened students in reading skill; it will help students in making
progress in the lesson because reading is the basis in learning every subject for
students. In mastering reading skill, the medium that usually used by teacher and
students in learning process is textbook. Cunningsworth (1995:7 as cited in Bahri
2016) emphasizes that textbooks are best seen as a source in achieving aims and
objectives that have already been set in terms of learner needs. Textbook is an
important resource for the teacher in assisting students to learn English. And the
goal of reading is comprehension.
But, reading can be challenging, particularly when the material is unfamiliar,
technical, or complex. That is why for some readers, comprehension is always
challenging. They may understand each word separately, but linking them
together into meaningful ideas often doesn’t happen, as it should.
Reading is an interaction between the writer and the reader. In understanding
the text, readers tend to comprehend the text based on their background
knowledge. As stated by Nunan (2003:67) reading is a fluent process of readers
combining information from a text and their own background knowledge to build
1
2
meaning. In addition, Lems (2009:170) states that reading is an evolving
interaction between the text and the background knowledge of the reader.
Besides combining the background knowledge with what they get from text, a
good reader also has to have strategy in reading. It will help the reader
understanding the text easier. Nunan defines (2007:68) strategic reading is as the
ability o f the reader to use a wide variety of reading strategies to accomplish a
purpose for reading. Based on Content Area Literacy Guide (2007) stated that
learning strategies refer to the specific strategies students learn how to use
independently to understand a new concept or master a skill. One way to think
about learning strategies is to consider what an effective practitioner of a
discipline does to solve a challenging problem.
Moreover, English is included as content area reading. Content area reading is
a text which discusses specific content such as mathematics, science, and social,
that is why each content area has its own language or vocabulary. This is in line
with Moth (1987 in Mustafa Bachrudin’s resume, 1996, p.3-4) who has observed
that content area texts—which are expository, as opposed to narrative, in form–are
characterized by such features as heavy concept load, technical vocabulary,
hierarchical patterns of main ideas and details, and unfamiliar content.
Content area reading materials present students both with new and often
difficult words, as well as with familiar words that may be used in new ways. If a
student does not know the meanings of a sufficient proportion of the words in
these reading materials, he or she may become frustrated and skip important
3
words, which can make comprehension impossible (Texas Education Agency,
2002:7).
The statements above are supported by numerous researches that shows the
ability of Indonesian students in reading English texts was very low (Syatriana,
2010:28 in Handayani, 2013). Furthermore, an observation conducted by the
writer during her teaching practicum in a junior high school showed that the
students' capability in comprehending English texts was poor. Likewise the
previous researches, based on the preliminary data that is taken from SMP
Muhammadiyah 7 Medan on Friday, 24th June 2016 by interviewing the teacher.
The teacher says that, "The English textbook is quite good but students still face
hardship when they find difficult words. The students used to ask for teacher's
help or find the meaning from dictionary. The difficulty is also caused by the
specific terminology that appears in the text which is unfamiliar". He adds that
students like to read a text which contains some pictures. The text is from the
English textbook which the grade VIII students of SMP Muhammadiyah 7 Medan
use is Interactive English 2 for Junior High School Grade VIII published by
Yudhistira. The textbook is based School Based Curriculum (Kurikulum Tingkat
Satuan Pendidikan : KTSP) 2006.
The Life of Endangered Animals
Humans have control over much that happens on our planet.
The world of animals undisturbed by human contact is quickly
shrinking.
Many wild animals are affected by the world of humans.
Many animals are killed because humans want to use a part of
the animal for some specific purposes. Luckily, there are some
organizations trying to protect animals which are endangered
by contact with the human world.
4
The orang-utan of Indonesia is one species of primate which
wildlife groups want to protect. Orang-utans live high in the
forest treetops for much of their lives. When companies
began widespread logging in the forests where orang-utans
live, many orang-utans lost their homes or were killed.
The topic discussed is familiar but the words that construct the text are
unfamiliar and the text structure is unclear as a descriptive text. It can be seen that
the text is constructed by some technical terminology.
In contrast with the standard competence number 5 for reading skill for grade
VIII Junior high school which says” Memahami makna teks tulis fungsional dan
esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan
lingkungan sekitar”. It means that the text should be related to the students’
surroundings or familiar.
Considering the facts above, it is needed to develop a good reading text based
on content area by adding some illustrations or glossaries and footnotes to support
the text and in order to help students in understanding English text better.
B. Problem of the Study
Based on the background of the study described above, problem of the study
being identified is as follows:
How should English reading materials be developed for grade VIII students in
Junior High School based on content area?
C. The Objective of the Study
In line with what has been stated in the problem of the study, this study tries to
develop English reading materials for grade VIII students in Junior High School
based on content area.
5
D. The Scope of the Study
This research will focus on developing reading materials for grade VIII
students in Junior High School based on content area. The scope of this study is
just for descriptive and recount text in the first semester of Grade VIII in Junior
High School.
E. The Significance of the Study
The finding of this research can be useful theoretically and practically in
providing information about developing reading materials for Junior High School.
Theoretically, this study is expected to add a new horizon towards the reading
materials development. Meanwhile, the practical significances of the study are as
follows:
1. The English teachers and school can keep on developing the reading
materials which can be used as the reference in the learning process.
2. The students will be able to understand the text easier and become familiar
with the new words.
3. Other writers who are interested to conduct further research regarding to
the development of reading materials for Junior High School.
51
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students of SMP Muhammadiyah 7 Medan needed reading materials
which could support their learning activity and environment. After analyzing the
data from syllabus, lesson plan and textbook, the writer found that the existing
materials were not in line with syllabus and lesson plan which demanded the
materials related to the students' environment. English is included content area
reading which uses technical vocabularies and most of them are odd for the
students. Therefore, the reading materials developed based on content area which
focused on strengthen the vocabularies by giving glossary or related picture.
The English reading materials should be developed through 6 phases, they
were; 1) Gathering information and data, 2) Analyzing data, 3) Designing
materials, 4) Validating new materials by experts, 5) Revising materials based on
experts’ suggestion, 6) Revised-developing reading materials (final product).
These developed materials are based on their English proficiency which is for
Junior High School students in grade VIII.
B. Suggestion
In relation to the conclusion above, the writer suggested the institution, English
teachers and other researchers.
For the institution, they should find the books which proper to the students’
proficiency. The number of references of English reading materials had to be
increased to ease the students learning English. Institution also should consider
51
52
the syllabus when choosing textbook for school. Institution should choose
textbook which agree with the syllabus from government.
For teacher, he or she should regularly analyze the students' needs and
proficiency to choose the most appropriate and best materials for students. The
learning process can be successful if the reading materials were useful for the
students' daily life and learning environment. And appropriate materials can
motivate students to gain their achievements.
Last is for other researcher, those should find many references to support in
developing reading materials. The open questions of questionnaire should be
considered to give the students’ chance to express their wants in new reading
materials.
REFERENCES
Anonymous. 2007. Content Area Literacy Guide. Public Consulting Group’s
Center
for
Resource
Management
(toolkit).
From:
http://www.franklin.kyschools.us/Downloads/CCSSOContent%20Area%20Literacy%20Guide.pdf.
Armbruster, BB. 1988. Why Some Children Have Trouble Reading Content Area
Textbooks (technical report).Champaign, Illinois: The Office of
Educational Research and Improvement under Cooperative
AgreementNo. OEG 0087-C1001.
Bahri, S. 2016. Cultural Schemata And The Effectiveness Of Reading Materials In
Junior High School English Text Books: A Experimental Study At Junior
High School 3 Kopang Vol. 1 No. 1. The Indonesian Journal of language
and language teaching. Mataram.
Borg and Gall. 1983. Educational Research: An Introduction. Pearson Education:
USA.
Charubusp, S and A. Chinwonno. 2014. Developing Academic and Content Area
Literacy: The Thai EFL Context Volume 14, Number 2. Thailand: The
Reading Matrix.
Chiodi, Amy, "Using Literacy Strategies to Promote Content Area Literacy in
Mathematics" (2006).Mathematical and Computing Sciences Masters.
Paper 118. St. John Fisher College Fisher Digital Publications.
http://fisherpub.sjfc.edu/mathcs_etd_masters.
Emzir. 2014. Metodologi Penelitian Pendidikan. Jakarta : Raja Grafindo Persada.
Handayani, MP. 2013. Using children short stories to enhance students’ reading
comprehension. Journal of English and Education 2013, 1(1) 133-141.
Jakarta.
From:
https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=
1&cad=rja&uact=8&ved=0ahUKEwj2may1jaXMAhWIJ5QKHbAyB4s
QFggbMAA&url=http%3A%2F%2Fejournal.upi.edu%2Findex.php%2F
LE%2Farticle%2Fdownload%2F356%2F245&usg=AFQjCNGlQFDnspH
TWQMWm3jXSopTUixRTg.
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54
Lapp, D and et. al. 2004.Content Area Reading and Learning Instructional
Strategies. New Jersey, America: Lawrence Erlbaum Associates.
Lems, K. 2009. Teaching Reading to English Language Learners: Insights from
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McNamara, DS. (ed.). 2007. Reading Comprehension Strategies Theories,
Interventions, and Technologies. New Jersey: Lawrence Erlbaum
Associates, Inc. From: http://en.bookfi.net/book/1265257.
Musthafa, B. 1996. Content Area Reading: Principles and Strategies to Promote
Independent
Learning.
Essay.
Ohio:
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https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=
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QFggbMAA&url=http%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FED
462833.pdf&usg=AFQjCNF5cfw6_4jw6xcqihmvq0dF3VCbGw.
Nunan, D (ed.). 2003. Practical English Language Teaching, First Edition.
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1&cad=rja&uact=8&ved=0ahUKEwi4tNKPjqXMAhVKHZQKHdU2BB
wQFggbMAA&url=http%3A%2F%2Fwww.slideshare.net%2Fyannanad
i%2Fpractical-english-language-teaching-nunandavid&usg=AFQjCNGf4qbzS8zOSrpIfnlS-IIAVr5cHg.
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Kabanjahe (undergraduate thesis). Medan: Unimed.
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Smith, WP. (2016). What is Content Area Reading? (online article). Reading
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51). Alexandria, VA: ASCD. From: http://www.ascd.org/ascdexpress/vol8/806-urquhart.aspx.
SCHOOL STUDENTS BASED ON CONTENT AREA
A THESIS
Submitted to Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ANGGITA KASANRA LUBIS
Registration Number: 2123121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledge, this thesis is my own work, has been
expresses in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, September 2016
Anggita Kasanra Lubis
Reg. No. 2123121002
ABSTRACT
Lubis, Anggita Kasanra. Registration Number: 2123121002. Developing
Reading Materials for Junior High School Students Based on Content Area.
A Thesis. English Educational Program, State University of Medan, 2016.
Reading is the basic in learning every subject. The more understanding the text,
the more information students can gain. However, the reading materials that the
students use is not appropriate based on syllabus. Therefore, the reading materials
should be developed to fulfil the syllabus and the students' needs also. Because
English is included Content Area Reading, so the development of reading
materials is based on content area which focus on strengthen the vocabularies,
specifically the unfamiliar ones, by giving glossary and related pictures. The
developed text is only focus in the first semester which is descriptive and recount
text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was
taken from interviewing the English teacher and distributing questionnaires for 30
students in grade VIII-4. The data showed that students need materials which is
related to their environment and constructed by familiar vocabularies. Based on
the result of the study, conclusion and suggestion are directed to the English
teacher who is teaching in that school to provide reading materials based on
syllabus and students' needs regularly.
Keywords: Developing, Reading Materials, Content Area
i
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful.
Praise be Allah, the cherisher and sustainer of the world, that has given his
blessing, sturdiness and patience, so that the writer can finish her thesis as a
partial to fulfil the requirements for the degree of Sarjana Pendidikan. Sholawat
and Salam are given upon our prophet Muhammad SAW who has taken us the
way of truth and brought us the true light of life.
In writing this thesis, she has encountered a lot of difficulties since the
beginning to the final, many people have directly helped and involved her in
finishing this thesis. She would like to acknowledge her deep gratitude for all of
them:
Prof. Dr. Syawal Gultom, M.Pd as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum as the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd as the Head of English and Literature
Department and as her examiner the valuable suggestions and critics..
Dra. Meisuri, M. A., the Secretary of English and Literature Department,
Nora Ronita Dewi, S. Pd., S. S., M. Hum., as the Head of English
Education study program, and Syamsul Bahri, S. S., M. Hum., the Head
of English Literature Study Program Faculty of Language and Art, State
University of Medan.
Prof. Dr. Busmin Gurning, M.Pd and Rafika Dewi Nasution, S.Pd.,
M.Hum as the respective and amazing advisors for their generous
guidance and assistance .
Dr. Rahmad Husein, M.Ed as the examiners for the valuable suggestion
and critics.
Prof. Amrin Saragih, M.A., Ph.D and Dr. Anni Holila Pulungan,
M.Hum as the validators.
For all Lectures who have given her the priceless and valuable
knowledge during her study at the English and Literature Department,
Faculty of Language and Arts, State University of Medan.
Eis Sri Wahyuningsih, M. Pd., and Pantes, the administration (staff) of
English Department, for their attention, help and information during the
completion process of this thesis.
ii
For her parents, who always love, support and pray for her in every
situation and condition, Mr. Anhar Limachmuza Lubis and Mrs.
Rahima Hayati Ritonga.
For her siblings, who always give care and motivation to finish her study,
Annisa Kasanra Lubis, STP and Affan Muhammad Ihza Lubis.
For her colorful-mate, who always be her side in her up and down
situations, Andika Pratama, Nurul Huda, Sylvia Febyani Taruna,
Theresia Manalu, Yeslika Debora Br Bangun.
For her one-step closer squad, who have given motivation and spirit,
Dayu, Geby, Jejen, Irma, Iza, Naya and Rika.
For her boyfriends, who always support, remind and help her, Mas Arif,
Mas Boy, Mas Ido, Bang Momon and Yan Sardo.
For her unbiological sisters; Kak Amy, Kak Danty, Kak Ai, Kak Isma,
Kak Tyas.
Organizations such as HMJ BSI FBS Unimed and Perpustakaan
Terapung for precious experiences, amazing time and opportunity.
English Regular C 2012 Family as the best class ever in her four-years
study at State University of Medan.
Last but not least, special gratitude be sent to SMP Muhammadiyah 7
Medan as the place that research took place, especially Mr. Fadilah as
the headmaster and Mr. Dana Supriyana as the English teacher.
The writer realizes that her thesis is far from being perfect therefore she
warmly receive any comments and suggestions that will improve the quality of
her thesis. She hopes that this thesis will be useful for further research.
Medan,
September 2016
The Writer,
Anggita Kasanra Lubis
Reg. Number. 2123121002
iii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGMENT................................................................................
ii
TABLE OF CONTENT .................................................................................
iv
LIST OF TABLE............................................................................................
vii
LIST OF FIGURE..........................................................................................
viii
LIST OF APPENDICES................................................................................
ix
CHAPTER I. INTRODUCTION ..................................................................
1
A. The Background of the Study......................................................................
1
B. The Problem of the Study ............................................................................
4
C. The Objective of the Study ..........................................................................
4
D. The Scope of the Study ..............................................................................
5
E. The Significance of the Study......................................................................
5
CHAPTER II. REVIEW OF RELATED LITERATURE .........................
6
A. Theoretical Framework ...............................................................................
6
1. Reading ........................................................................................................
6
a. Definition of Reading...........................................................................
6
b. Reading Process ...................................................................................
7
c. Reading Comprehension ......................................................................
9
d. Reading Comprehension Strategy ........................................................
10
e. Reading Material ..................................................................................
11
2. Content Area ................................................................................................
12
iv
a.
Definition of Content Area ..............................................................
12
b. Content Area Literacy......................................................................
13
c.
Content Area Textbook....................................................................
16
d. How to Improve Content Area Reading ..........................................
21
3. Criterion of Materials based on Content Area .............................................
25
4. Material Development ..................................................................................
27
B. Relevant Studies ..........................................................................................
30
C. Conceptual Framework ...............................................................................
31
CHAPTER III. RESEARCH METHODOLOGY ......................................
34
A. Research Design ..........................................................................................
34
B. The Subject of Research ..............................................................................
34
C. The Instruments of Data Collection ............................................................
34
D. Material Development .................................................................................
35
CHAPTER IV. RESEARCH FINDINGS AND DATA ANALYSIS .........
36
A. Gathering Information and Data..................................................................
36
B. Analyzing the Data ......................................................................................
36
a.
Target Needs ....................................................................................
37
b.
Learning Needs ................................................................................
39
C. Designing Materials (Draft) ........................................................................
40
D. Validating New Materials by Experts .........................................................
48
E. Revising Materials Based on Experts' Suggestions .....................................
49
F. Revised-Developing Reading Materials (Final Product) ............................
50
CHAPTER V. CONCLUSION AND SUGGESTION ................................
51
v
A. Conclusion ...................................................................................................
51
B. Suggestion ...................................................................................................
51
REFERENCES ...............................................................................................
53
APPENDIX .....................................................................................................
56
vi
LIST OF TABLES
Pages
Table 4.1...........................................................................................................
38
Table 4.2...........................................................................................................
38
Table 4.3...........................................................................................................
38
Table 4.4...........................................................................................................
38
Table 4.5...........................................................................................................
38
Table 4.6...........................................................................................................
39
Table 4.7...........................................................................................................
39
Table 4.8...........................................................................................................
48
Table 4.9 ..........................................................................................................
49
vii
LIST OF FIGURES
Pages
Figure 2.1 Bottom-up Approach to Reading ....................................................
8
Figure 2.2 Top-down Approach to Reading ....................................................
8
Figure 2.3 Interactive Approach to Reading ....................................................
9
Figure 2.4 The Conceptual Framework ...........................................................
33
viii
LIST OF APPENDICES
Pages
Appendix A ......................................................................................................
56
Appendix B ......................................................................................................
60
Appendix C ......................................................................................................
75
Appendix D ......................................................................................................
83
IX
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is one of essential subjects should be learnt in school. There are four
skills in learning English; reading, listening, speaking and writing. Reading is a
fundamental skill in learning English for students especially as foreign language.
With strengthened students in reading skill; it will help students in making
progress in the lesson because reading is the basis in learning every subject for
students. In mastering reading skill, the medium that usually used by teacher and
students in learning process is textbook. Cunningsworth (1995:7 as cited in Bahri
2016) emphasizes that textbooks are best seen as a source in achieving aims and
objectives that have already been set in terms of learner needs. Textbook is an
important resource for the teacher in assisting students to learn English. And the
goal of reading is comprehension.
But, reading can be challenging, particularly when the material is unfamiliar,
technical, or complex. That is why for some readers, comprehension is always
challenging. They may understand each word separately, but linking them
together into meaningful ideas often doesn’t happen, as it should.
Reading is an interaction between the writer and the reader. In understanding
the text, readers tend to comprehend the text based on their background
knowledge. As stated by Nunan (2003:67) reading is a fluent process of readers
combining information from a text and their own background knowledge to build
1
2
meaning. In addition, Lems (2009:170) states that reading is an evolving
interaction between the text and the background knowledge of the reader.
Besides combining the background knowledge with what they get from text, a
good reader also has to have strategy in reading. It will help the reader
understanding the text easier. Nunan defines (2007:68) strategic reading is as the
ability o f the reader to use a wide variety of reading strategies to accomplish a
purpose for reading. Based on Content Area Literacy Guide (2007) stated that
learning strategies refer to the specific strategies students learn how to use
independently to understand a new concept or master a skill. One way to think
about learning strategies is to consider what an effective practitioner of a
discipline does to solve a challenging problem.
Moreover, English is included as content area reading. Content area reading is
a text which discusses specific content such as mathematics, science, and social,
that is why each content area has its own language or vocabulary. This is in line
with Moth (1987 in Mustafa Bachrudin’s resume, 1996, p.3-4) who has observed
that content area texts—which are expository, as opposed to narrative, in form–are
characterized by such features as heavy concept load, technical vocabulary,
hierarchical patterns of main ideas and details, and unfamiliar content.
Content area reading materials present students both with new and often
difficult words, as well as with familiar words that may be used in new ways. If a
student does not know the meanings of a sufficient proportion of the words in
these reading materials, he or she may become frustrated and skip important
3
words, which can make comprehension impossible (Texas Education Agency,
2002:7).
The statements above are supported by numerous researches that shows the
ability of Indonesian students in reading English texts was very low (Syatriana,
2010:28 in Handayani, 2013). Furthermore, an observation conducted by the
writer during her teaching practicum in a junior high school showed that the
students' capability in comprehending English texts was poor. Likewise the
previous researches, based on the preliminary data that is taken from SMP
Muhammadiyah 7 Medan on Friday, 24th June 2016 by interviewing the teacher.
The teacher says that, "The English textbook is quite good but students still face
hardship when they find difficult words. The students used to ask for teacher's
help or find the meaning from dictionary. The difficulty is also caused by the
specific terminology that appears in the text which is unfamiliar". He adds that
students like to read a text which contains some pictures. The text is from the
English textbook which the grade VIII students of SMP Muhammadiyah 7 Medan
use is Interactive English 2 for Junior High School Grade VIII published by
Yudhistira. The textbook is based School Based Curriculum (Kurikulum Tingkat
Satuan Pendidikan : KTSP) 2006.
The Life of Endangered Animals
Humans have control over much that happens on our planet.
The world of animals undisturbed by human contact is quickly
shrinking.
Many wild animals are affected by the world of humans.
Many animals are killed because humans want to use a part of
the animal for some specific purposes. Luckily, there are some
organizations trying to protect animals which are endangered
by contact with the human world.
4
The orang-utan of Indonesia is one species of primate which
wildlife groups want to protect. Orang-utans live high in the
forest treetops for much of their lives. When companies
began widespread logging in the forests where orang-utans
live, many orang-utans lost their homes or were killed.
The topic discussed is familiar but the words that construct the text are
unfamiliar and the text structure is unclear as a descriptive text. It can be seen that
the text is constructed by some technical terminology.
In contrast with the standard competence number 5 for reading skill for grade
VIII Junior high school which says” Memahami makna teks tulis fungsional dan
esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan
lingkungan sekitar”. It means that the text should be related to the students’
surroundings or familiar.
Considering the facts above, it is needed to develop a good reading text based
on content area by adding some illustrations or glossaries and footnotes to support
the text and in order to help students in understanding English text better.
B. Problem of the Study
Based on the background of the study described above, problem of the study
being identified is as follows:
How should English reading materials be developed for grade VIII students in
Junior High School based on content area?
C. The Objective of the Study
In line with what has been stated in the problem of the study, this study tries to
develop English reading materials for grade VIII students in Junior High School
based on content area.
5
D. The Scope of the Study
This research will focus on developing reading materials for grade VIII
students in Junior High School based on content area. The scope of this study is
just for descriptive and recount text in the first semester of Grade VIII in Junior
High School.
E. The Significance of the Study
The finding of this research can be useful theoretically and practically in
providing information about developing reading materials for Junior High School.
Theoretically, this study is expected to add a new horizon towards the reading
materials development. Meanwhile, the practical significances of the study are as
follows:
1. The English teachers and school can keep on developing the reading
materials which can be used as the reference in the learning process.
2. The students will be able to understand the text easier and become familiar
with the new words.
3. Other writers who are interested to conduct further research regarding to
the development of reading materials for Junior High School.
51
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students of SMP Muhammadiyah 7 Medan needed reading materials
which could support their learning activity and environment. After analyzing the
data from syllabus, lesson plan and textbook, the writer found that the existing
materials were not in line with syllabus and lesson plan which demanded the
materials related to the students' environment. English is included content area
reading which uses technical vocabularies and most of them are odd for the
students. Therefore, the reading materials developed based on content area which
focused on strengthen the vocabularies by giving glossary or related picture.
The English reading materials should be developed through 6 phases, they
were; 1) Gathering information and data, 2) Analyzing data, 3) Designing
materials, 4) Validating new materials by experts, 5) Revising materials based on
experts’ suggestion, 6) Revised-developing reading materials (final product).
These developed materials are based on their English proficiency which is for
Junior High School students in grade VIII.
B. Suggestion
In relation to the conclusion above, the writer suggested the institution, English
teachers and other researchers.
For the institution, they should find the books which proper to the students’
proficiency. The number of references of English reading materials had to be
increased to ease the students learning English. Institution also should consider
51
52
the syllabus when choosing textbook for school. Institution should choose
textbook which agree with the syllabus from government.
For teacher, he or she should regularly analyze the students' needs and
proficiency to choose the most appropriate and best materials for students. The
learning process can be successful if the reading materials were useful for the
students' daily life and learning environment. And appropriate materials can
motivate students to gain their achievements.
Last is for other researcher, those should find many references to support in
developing reading materials. The open questions of questionnaire should be
considered to give the students’ chance to express their wants in new reading
materials.
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