DEVELOPING READING COMPREHENSION WORKBOOK FOR GRADE X HIGH SCHOOL.
DEVELOPING READING COMPREHENSION WORKBOOK
FOR GRADE X HIGH SCHOOL
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
ANNISA DAMAYANTI
Registration Number: 2123121003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Damayanti, Annisa. Registration Number: 2123121003. Developing Reading
Comprehension Workbook for Grade X High School
The objective of this study was to supplement the reading comprehension
questions by analysing the weakness regarding the levels and types of questions in
the textbook Contextual English for Grade X of Senior High Schools and to
develop a reading comprehension workbook for grade X based on Curriculum
2013 and Barrett’s Taxonomy. It was found that this textbook contained too much
literal question which was at 61.6% and only low number of high level questions
(10.86%). From the preliminary finding, this workbook was then developed with
210 questions and validated by teacher, lecturer, and also the students’ try out.
The result of validation showed that the product was excellent. The average score
for each aspect by the first validator was 87.36% (good) and then revise until the
score given by the second validator was 91.57% (excellent). The result of
students’ try out showed that the value of � ≥ 0.4 on each exercises on the book
and was considered valid. From these result, it was concluded that by the design
and content, the product is appropriate to be used for public.
Key words: reading, questions, Barrett’s taxonomy, workbook, validation
i
ACKNOWLEDGEMENTS
The researcher would like to express her deepest gratitude to Allah SWT,
the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honour, and
Mercy that has been given to the researcher so that she finally accomplished her
thesis entitled: “Developing Reading Comprehension Workbook for Grade X
High School”.
This Thesis is aimed to fulfil one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this Thesis, the researcher realized that she faced some
problems and she had received the academic guidance, suggestions, and
comments and got a lot of assistance and moral support from many people.
Therefore, the researcher would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M. Pd., as the Rector of State University of
Medan.
Arts.
Department and as Examiner
Educational Study Program.
Dr. Isda Pramuniati, M. Hum., as the Dean of Faculty of Languages and
Prof. Dr .Hj. Sumarsih, M. Pd., as the Head of English and Literature
Nora Ronita Dewi, S.S, S. Pd, M. Hum., as the Head of English
Dr. Rahmad Husein, M.Ed., and Isli Iriani Indiah Pane, S. Pd., M.
Hum., as Thesis Advisors for their valuable time, knowledge, and
guidance with all their patience and wisdom during the process of
accomplishing this thesis.
thesis.
Dra. Meisuri, MA., as Examiner for their valuable input to furnish this
Neni Afrida Sari Harahap, S. Pd., M. Hum., as Validator for reviewing
the product of the research so it can be used for public
ii
iii
TABLE OF CONTENT
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENTS.................................................................................... ii
TABLE OF CONTENT ........................................................................................ iv
LIST OF TABLES ............................................................................................... vii
LIST OF FIGURES ............................................................................................ viii
LIST OF APPENDICES ....................................................................................... ix
CHAPTER I INTRODUCTION .............................................................................1
A. Background .............................................................................................. 1
B. Problems of the Study .............................................................................. 5
C. The Objectives of the Study ..................................................................... 5
D. The Scope of the Study ............................................................................ 5
E. Limitation and Delimitation ..................................................................... 6
F. The Significances of the Study ................................................................ 6
CHAPTER II REVIEW OF RELATED LITERATURE ...................................... 7
A. Theoretical Framework ............................................................................ 7
1. Reading Comprehension ........................................................................ 7
2. Critical Reading ..................................................................................... 9
3. Text ...................................................................................................... 11
a. Short Functional Text .............................................................. 11
1) Announcement ............................................................. 12
2) Song.............................................................................. 13
b. Genre ....................................................................................... 19
1) Descriptive Text ........................................................... 20
2) Recount Text ................................................................ 22
i
3) Narrative Text ..............................................................23
4.Workbook ............................................................................................. 26
a. Form of Questions ................................................................... 30
1) Yes/no questions ......................................................... 30
2) Alternative questions .................................................. 30
3) True or false ................................................................ 31
4)Wh- questions ............................................................... 31
5) Multiple choice ............................................................ 32
b. Developing Test ....................................................................... 32
5. Barrett Taxonomy ................................................................................. 34
a. Literal Comprehension ............................................................. 36
b. Reorganization .......................................................................... 38
c. Inferential Comprehension ....................................................... 39
d. Evaluation ................................................................................. 41
e. Appreciation ............................................................................. 43
6. Validity ................................................................................................. 43
7.Reliability .............................................................................................. 46
8. Research and Development................................................................... 46
B. Related Study ................................................................................................... 47
CHAPTER III METHODS OF RESEARCH AND DEVELOPMENT .............. 49
A. Research Design .............................................................................................. 49
1. Qualitative Approach ......................................................................... 49
2. Research and Development (R & D) ................................................. 51
B. Subject of the Study ............................................................................... 52
C. Stage of Material Development ............................................................. 53
1. Preliminary ......................................................................................... 54
2.Development ....................................................................................... 55
ii
3. Validation ........................................................................................... 57
4. Implementation .................................................................................. 58
CHAPTER IV MATERIAL DEVELOPMENT DISCUSSION AND ANALYSIS........ 59
A. Preliminary ............................................................................................. 59
1. Need Analysis ................................................................................... 59
2. Planning ............................................................................................. 63
3. Making Blueprint .............................................................................. 63
B. Development .......................................................................................... 64
1. Making of Initial Product .................................................................. 64
2. Validation by Teacher ....................................................................... 67
3. Validation by Expert ......................................................................... 71
C. Validation ............................................................................................... 75
D. Implementation ...................................................................................... 78
CHAPTER V CONCLUSION AND SUGGESTIONS ....................................... 79
A. Conclusion ............................................................................................. 79
B. Suggestion .............................................................................................. 81
REFERENCES ..................................................................................................... 82
iii
LIST OF TABLES
Table 2.1 Differences between Reading and Critical Reading .............................. 9
Table 2.2 Differences between Descriptive and Report ....................................... 21
Table 2.3 Level of Barrett’s Taxonomy ................................................................ 35
Table 2.4 Example of Students’ Data ................................................................... 45
Table 3.1 Classification of Questions ................................................................... 51
Table 3.2 Stage of R&D ........................................................................................ 53
Table 4.1 Analysis of the Textbook Contextual English ....................................... 61
Table 4.2 Validation by Teacher ........................................................................... 70
Table 4.3 Validation I by Expert .......................................................................... 72
Table 4.4 Validation II by Expert ........................................................................ 73
Table 4.5 Validation III by Expert ....................................................................... 74
Table 4.6 The Value of �
.................................................................................. 76
vii
LIST OF FIGURES
Figure 2.1 Example of Announcement ............................................................... 12
Figure 4.1 Graph of Level and Types of Questions ............................................. 60
viii
LIST OF APPENDICES
APPENDIX A Curriculum 2013 Syllabus for Grade X High School ................. 85
APPENDIX B Lesson Plan .................................................................................. 97
APPENDIX C Textbook Analysis ..................................................................... 118
APPENDIX D Instrument of Validation ............................................................ 136
APPENDIX EAnalysis of Student’s Try Out ................................................... 151
APPENDIX F Product Blue Print ...................................................................... 173
APPENDIX E Initial Product ............................................................................. 193
APPENDIX F Final Product .............................................................................. 220
ix
CHAPTER I
INTRODUCTION
A. Background
Reading is one of the most important academic skills, thus reading is the
door for acquiring knowledge. By learning how to read, you can learn just about
anything at any written form. Furthermore, most of the materials of teaching and
learning process are in written form. As shown by Fitria (2014) who stated that
55% materials in the textbooks, midterm test, final test or National examination
on SMA consists of reading materials. That is why we should keep improving our
reading skills, not only to pass various tests but also to enrich our knowledge
more easily.
But in reality, the level of reading skill and comprehension in Indonesia is
still low. This phenomenon can be proven by various situations such as shown by
The International Association for the Evaluation of Educational Achievement
(IAE) in 2003. The result of IAE showed that Indonesian students are just capable
of mastering 30 % reading material, and find difficulties in reading items that are
in the form of commentary requiring cognitive process. In addition, the result of
PISA (Program for International Student Assessment) 2013 that was recorded on
some newspaper such as Jakarta Post, The Establishment Post, The Guardians,
etc. showed that Indonesian students’ score was below the OECD (Organization
for Economic Cooperation and Development’s) average and has the second lowest
ability of reading from 65 countries. Indonesia was ranked 64th which was worse
than the last PISA in 2009, where Indonesia ranked 57th. PISA is conducted on 15
years old students which are usually learning in grade X High School. These show
that Indonesian high school students have low ability in reading.
Furthermore, particularly in Medan this low ability of SMA students in
reading is shown by the previous studies in various private schools in Medan,
such as the study done by Sormin (2012), Tinambunan (2013), and Siregar
(2014). Their study found that the result of students’ score in reading have mean
value of 50, far below the specified KKM in English which is 75.
The researcher believes that most students can read well and comprehend
the reading passage, but why did they have low ability in reading? The concern is
whether they could understand the text critically like “reading between the lines”
or ”reading for deeper meaning”. It concern with not only the information
explicitly stated, but also the information which implicitly stated. Also whether
the students evaluate and appreciate the text they read.
Reading comprehension skill can be affected due to various reasons.
According to Wolley (2011) there are four main variables that affect the
efficiency of reading comprehension for any individual, namely the text, the task,
the reader characteristics, and the purpose of the activity. Task, in this case is the
questions and commands given to the students as a mean of evaluation and also
exercise, which has always been an important factor in learning for both teachers
and students. For the teacher, it helps them in assessing their students and in
making appropriate changes. For the students, it can help them in expanding their
curiosity and thinking critically.
Unfortunately, the level of reading exercise in our textbook which was
analysed base on Barrett’s taxonomy in previous study showed that it mostly
contains low level exercise (literal and reorganization questions) that didn’t
stimulate student critical thinking as shown by the study done by Listianingsih
(2013). She found that the Scaffolding textbooks was dominated by literal
comprehension and reorganization exercises, and supplemented with low numbers
of inferential comprehension and evaluation exercises. Similar results of the
domination of low level exercise can also be seen in the study by Fitria (2014) and
Sirait (2014). Their study found that the largest portion of the textbook English
Texts in Use and Look Ahead was literal questions, while there are only few
higher-order thinking exercises presented. According to these studies low level
exercise cannot effectively stimulate student critical thinking, which is why more
exercise in higher level is needed.
Moreover, the English competences of reading in the curriculum and
syllabus 2013 for grade X ask the student to have a good reading comprehension.
This was shown by the main and standard competences which are to grasp the
meaning, the information, the aim, and the structure of texts to acquire full
understanding of the texts. The text learned both functional and genre texts. The
functional texts are about announcement and song. The genre texts learned are
descriptive, recount, and narrative text. To understand a text fully all level of
Barrett’s taxonomy question is needed. That is including the evaluation and
appreciation exercise that low in number in Indonesians’ textbook. That is why
Indonesians’ textbook as stated before are still lacking in regard of its exercises
and in need of higher level questions.
Furthermore, the study done by Sunggingwati and Nguyen (2013) found
that Indonesian’s teachers relied deeply on the textbooks for teaching reading and
for the kinds of questions they asked to assist in reading comprehension and were
exposed mainly to low-level questions. This caused the teachers to often neglect
improving their teaching learning activities. The teacher will often teach low level
thinking content and questions base on the book without giving the student high
level questions to increase their critical thinking. The researcher observed this
behaviour when conducting teaching practice on September until November 2015
and the teachers indeed show such inclination. They use only their textbook Look
Ahead without other sources to teach and have the students finish the exercises in
the book without adding higher level question that need deeper thinking.
There are some taxonomies that tried to describe the level of reading
questions. Among those, the most applicable and widely used are Bloom’s
Taxonomy and Barret’s Taxonomy. For this study the researcher intend to use
Barrett’s Taxonomy because it was developed form Bloom Taxonomy
specifically for reading and it has more detailed taxonomy of reading
comprehension than other taxonomy. This notion also supported by Hutchens
(2005) that advised the use of Barrett’s taxonomy because it has a detailed system
regarding reading. For this purpose the writer intends to develop a reading
comprehension workbook of reading base on Barrett’s Taxonomy to cover the
lack of higher level questions.
The process of development of this workbook will be based on various
books and also the study by Richard R. D. about the development of reading
comprehension questions. The stages of development are: need analysis, rough
draft, dissemination, first revision, try out, validity and reliability check, and the
last was final revision.
B. The Problems of the Study
The problems of the study will be formulated as the following:
How to supplement the reading comprehension questions in the textbook
Contextual English for Grade X of Senior High Schools in Semester 1 base on the
analysis of its dominant categories of Barrett’s Taxonomy?
C. The Objectives of the Study
In the line with the problems of the study, the objectives of the study are:
To develop a reading comprehension workbook for grade X Senior High
School that contain all level of Barret’s Taxonomy
D. The Scope of The study
The scope of the study was to develop a reading comprehension workbook
for the students in grade X of high school and the answer sheet for the teachers.
This workbook was developed for general class and not for specialization class.
This workbook will be constructed based on Barret’s Taxonomy. The curriculum
used for this study was K13 and the skill that will be concerned was reading
comprehension.
E. Limitation and Delimitation
Although this study was carefully prepared, the researcher still conscious
of its limitations and shortcomings. This study focused on developing only
reading comprehension workbook and lack in other reading skills, namely writing,
speaking, and listening. This may cause the use of this workbook to be limited.
Therefore the researcher suggests further development of workbook for the other
skills.
F. The Significances of The Studies
1. The study is expected to be able to point out the strengths of reading
comprehension questions in reading exercises as to verify their soundness
and to develop a workbook. It is believed that the developed workbook
can be used to enhance the students’ reading skill.
2. The developed workbook is also believed to be used to teachers in
teaching and improving their strategy on teaching learning teaching
process
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
As stated in chapter I, the objective of this study was to supplement the
reading comprehension questions because of the weakness in Indonesian
textbook. These weaknesses have been proven by the previous study of other
researchers and by the analysis done by the researchers on the textbook
Contextual English for Grade X of Senior High Schools. The researcher found that
this textbook mainly contains low level question which covered 61.6% of the
reading questions in the textbook however there was only 10.86% high level
questions while they ought to be 25%. On the other hand, the multiple choice type
of question was dominating this book (73.2%), in contrast there was none true or
false question present. These result showed that there was a need to develop a
reading comprehension workbook with balance composition of the level and
types.
Based on the need analysis conducted, the researcher developed an initial
product of the reading comprehension workbook with 160 questions. The initial
product were then given to teacher for reviewing and validation and received good
score at 87.36% and gone through the first revision.
After the first revision was conducted, the product was given to expert for
further reviewing and validation, this product then has gone through three
revisions in which the number of questions increased to 210, more picture and
79
80
decoration were added, preface were added, and the structure were fixed. After the
revision the product were given to student for try out.
After four revisions in total has been done, there was no other revision
after students try out. This happened because the expected results were reached.
Following the end result of validation by semi expert, expert, and students’ try out
it could be concluded that generally the product was excellent. The end score
given by expert were 91.57% which showed that the product was excellent. The
result of students’ try out also showed that the value of �
(correlation coefficient
between the test score and student average) was all greater or same with 0.4,
which according to the use of product moment correlation formula is considered
valid.
This workbook covered up the appropriateness of the workbook’s
structure and language, the content effectiveness and appropriateness, and the
attractiveness of the workbook. All of these aspects have been proven valid and
reliable by the result of validation. It means that by the design and content, the
product is appropriate to be implemented in the classroom.
81
B. Suggestion
Based on the conclusion to the findings pointed above, the following
suggestions are needed to be considered in conducting the related research.
1. For the textbook’s writers, they can use the need analysis of this study
to present a textbook or workbook with balance composition between
the level of reading questions in each exercises based on Barrett’s
Taxonomy and also with more types of questions such as true or false
question.
2. For the English teachers, they can apply the result of this study to
decide the appropriate strategy in teaching the reading texts so their
students can do better in reading. In using this workbook teacher can
also questions the student further about their answer to test their full
comprehension.
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Fitria, E., Syarif, H. and Refnaldi. 2014. An Analysis Of Reading Comprehension
Questions In Textbooks ‘English Texts In Use And Look Ahead’ For Senior
High School Grade X. Journal English Language Teaching Volume 2
Nomor 2, Juli.
Fulcher, G. and Davidson, F. 2007. Language Testing and Assessment: An
advanced Resource Book. New York: Routledge.
Haryati, S. 2012. Research and Development (R&D) Sebagai Salah Satu Model
Penelitian Dalam Bidang Pendidikan. Fkip Utm.journal Vol. 37 No. 1.
Humos, U. A. 2012. An Evaluative Analysis of Comprehension Questions’ Level
of Difficulty: A case of 12th Grade Palestinian English Student’s Textbook.
An - Najah Univ. J. Res. (Humanities) Vol. 26(3).
Hutchens, S. A. 2005. Reading Comprehension: A Cognitive Perspective. Delta
Education Journal. Cleveland: Delta State University.
Karim, S. and Haq, N. 2014. The Process of Developing an Academic Reading
Test and Evaluating Its Authenticity. Journal of Language Teaching and
Research Vol. 5 No. 2, March 2014.
Knapp, P. and Watkins, M. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Sydney: UNSW Press.
Listianingsih, L. and Harjanto, I. 2013. Language Readability Levels of Reading
Passages and Comprehension Levels of Exercises in Scaffolding English
Coursebooks. Anima, Indonesian Psychological Journal 2013, Vol. 28, No.
3.
Macfarlane, M. 1984. Reading Workbooks: Teacher Belief and Usage.
Saskatoon: University of Saskatchewan.
Noviyanto, A., Tukidi, and Sunarko. 2016. Analisis Soal Tes Semester Genap
Pada Mata Pelajaran Geografi Kelas Xi Sma Di Kecamatan Comal
Pemalang. Jounal of Edu Geography Vol 4, no.1.
Ruiter, R. and Dang, P. Y. 2005. Highway to E.S.L. A User Friendly Guide to
Teaching English as A Second Language. Lincoln: iUniverse.
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Belajar Bidang Kognitif. Bandung: PT Refika Aditama.
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Wolley, G. 2011. Assisting Children with Reading Difficulties. Netherlands:
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Text.
FOR GRADE X HIGH SCHOOL
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
ANNISA DAMAYANTI
Registration Number: 2123121003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Damayanti, Annisa. Registration Number: 2123121003. Developing Reading
Comprehension Workbook for Grade X High School
The objective of this study was to supplement the reading comprehension
questions by analysing the weakness regarding the levels and types of questions in
the textbook Contextual English for Grade X of Senior High Schools and to
develop a reading comprehension workbook for grade X based on Curriculum
2013 and Barrett’s Taxonomy. It was found that this textbook contained too much
literal question which was at 61.6% and only low number of high level questions
(10.86%). From the preliminary finding, this workbook was then developed with
210 questions and validated by teacher, lecturer, and also the students’ try out.
The result of validation showed that the product was excellent. The average score
for each aspect by the first validator was 87.36% (good) and then revise until the
score given by the second validator was 91.57% (excellent). The result of
students’ try out showed that the value of � ≥ 0.4 on each exercises on the book
and was considered valid. From these result, it was concluded that by the design
and content, the product is appropriate to be used for public.
Key words: reading, questions, Barrett’s taxonomy, workbook, validation
i
ACKNOWLEDGEMENTS
The researcher would like to express her deepest gratitude to Allah SWT,
the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honour, and
Mercy that has been given to the researcher so that she finally accomplished her
thesis entitled: “Developing Reading Comprehension Workbook for Grade X
High School”.
This Thesis is aimed to fulfil one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this Thesis, the researcher realized that she faced some
problems and she had received the academic guidance, suggestions, and
comments and got a lot of assistance and moral support from many people.
Therefore, the researcher would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M. Pd., as the Rector of State University of
Medan.
Arts.
Department and as Examiner
Educational Study Program.
Dr. Isda Pramuniati, M. Hum., as the Dean of Faculty of Languages and
Prof. Dr .Hj. Sumarsih, M. Pd., as the Head of English and Literature
Nora Ronita Dewi, S.S, S. Pd, M. Hum., as the Head of English
Dr. Rahmad Husein, M.Ed., and Isli Iriani Indiah Pane, S. Pd., M.
Hum., as Thesis Advisors for their valuable time, knowledge, and
guidance with all their patience and wisdom during the process of
accomplishing this thesis.
thesis.
Dra. Meisuri, MA., as Examiner for their valuable input to furnish this
Neni Afrida Sari Harahap, S. Pd., M. Hum., as Validator for reviewing
the product of the research so it can be used for public
ii
iii
TABLE OF CONTENT
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENTS.................................................................................... ii
TABLE OF CONTENT ........................................................................................ iv
LIST OF TABLES ............................................................................................... vii
LIST OF FIGURES ............................................................................................ viii
LIST OF APPENDICES ....................................................................................... ix
CHAPTER I INTRODUCTION .............................................................................1
A. Background .............................................................................................. 1
B. Problems of the Study .............................................................................. 5
C. The Objectives of the Study ..................................................................... 5
D. The Scope of the Study ............................................................................ 5
E. Limitation and Delimitation ..................................................................... 6
F. The Significances of the Study ................................................................ 6
CHAPTER II REVIEW OF RELATED LITERATURE ...................................... 7
A. Theoretical Framework ............................................................................ 7
1. Reading Comprehension ........................................................................ 7
2. Critical Reading ..................................................................................... 9
3. Text ...................................................................................................... 11
a. Short Functional Text .............................................................. 11
1) Announcement ............................................................. 12
2) Song.............................................................................. 13
b. Genre ....................................................................................... 19
1) Descriptive Text ........................................................... 20
2) Recount Text ................................................................ 22
i
3) Narrative Text ..............................................................23
4.Workbook ............................................................................................. 26
a. Form of Questions ................................................................... 30
1) Yes/no questions ......................................................... 30
2) Alternative questions .................................................. 30
3) True or false ................................................................ 31
4)Wh- questions ............................................................... 31
5) Multiple choice ............................................................ 32
b. Developing Test ....................................................................... 32
5. Barrett Taxonomy ................................................................................. 34
a. Literal Comprehension ............................................................. 36
b. Reorganization .......................................................................... 38
c. Inferential Comprehension ....................................................... 39
d. Evaluation ................................................................................. 41
e. Appreciation ............................................................................. 43
6. Validity ................................................................................................. 43
7.Reliability .............................................................................................. 46
8. Research and Development................................................................... 46
B. Related Study ................................................................................................... 47
CHAPTER III METHODS OF RESEARCH AND DEVELOPMENT .............. 49
A. Research Design .............................................................................................. 49
1. Qualitative Approach ......................................................................... 49
2. Research and Development (R & D) ................................................. 51
B. Subject of the Study ............................................................................... 52
C. Stage of Material Development ............................................................. 53
1. Preliminary ......................................................................................... 54
2.Development ....................................................................................... 55
ii
3. Validation ........................................................................................... 57
4. Implementation .................................................................................. 58
CHAPTER IV MATERIAL DEVELOPMENT DISCUSSION AND ANALYSIS........ 59
A. Preliminary ............................................................................................. 59
1. Need Analysis ................................................................................... 59
2. Planning ............................................................................................. 63
3. Making Blueprint .............................................................................. 63
B. Development .......................................................................................... 64
1. Making of Initial Product .................................................................. 64
2. Validation by Teacher ....................................................................... 67
3. Validation by Expert ......................................................................... 71
C. Validation ............................................................................................... 75
D. Implementation ...................................................................................... 78
CHAPTER V CONCLUSION AND SUGGESTIONS ....................................... 79
A. Conclusion ............................................................................................. 79
B. Suggestion .............................................................................................. 81
REFERENCES ..................................................................................................... 82
iii
LIST OF TABLES
Table 2.1 Differences between Reading and Critical Reading .............................. 9
Table 2.2 Differences between Descriptive and Report ....................................... 21
Table 2.3 Level of Barrett’s Taxonomy ................................................................ 35
Table 2.4 Example of Students’ Data ................................................................... 45
Table 3.1 Classification of Questions ................................................................... 51
Table 3.2 Stage of R&D ........................................................................................ 53
Table 4.1 Analysis of the Textbook Contextual English ....................................... 61
Table 4.2 Validation by Teacher ........................................................................... 70
Table 4.3 Validation I by Expert .......................................................................... 72
Table 4.4 Validation II by Expert ........................................................................ 73
Table 4.5 Validation III by Expert ....................................................................... 74
Table 4.6 The Value of �
.................................................................................. 76
vii
LIST OF FIGURES
Figure 2.1 Example of Announcement ............................................................... 12
Figure 4.1 Graph of Level and Types of Questions ............................................. 60
viii
LIST OF APPENDICES
APPENDIX A Curriculum 2013 Syllabus for Grade X High School ................. 85
APPENDIX B Lesson Plan .................................................................................. 97
APPENDIX C Textbook Analysis ..................................................................... 118
APPENDIX D Instrument of Validation ............................................................ 136
APPENDIX EAnalysis of Student’s Try Out ................................................... 151
APPENDIX F Product Blue Print ...................................................................... 173
APPENDIX E Initial Product ............................................................................. 193
APPENDIX F Final Product .............................................................................. 220
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CHAPTER I
INTRODUCTION
A. Background
Reading is one of the most important academic skills, thus reading is the
door for acquiring knowledge. By learning how to read, you can learn just about
anything at any written form. Furthermore, most of the materials of teaching and
learning process are in written form. As shown by Fitria (2014) who stated that
55% materials in the textbooks, midterm test, final test or National examination
on SMA consists of reading materials. That is why we should keep improving our
reading skills, not only to pass various tests but also to enrich our knowledge
more easily.
But in reality, the level of reading skill and comprehension in Indonesia is
still low. This phenomenon can be proven by various situations such as shown by
The International Association for the Evaluation of Educational Achievement
(IAE) in 2003. The result of IAE showed that Indonesian students are just capable
of mastering 30 % reading material, and find difficulties in reading items that are
in the form of commentary requiring cognitive process. In addition, the result of
PISA (Program for International Student Assessment) 2013 that was recorded on
some newspaper such as Jakarta Post, The Establishment Post, The Guardians,
etc. showed that Indonesian students’ score was below the OECD (Organization
for Economic Cooperation and Development’s) average and has the second lowest
ability of reading from 65 countries. Indonesia was ranked 64th which was worse
than the last PISA in 2009, where Indonesia ranked 57th. PISA is conducted on 15
years old students which are usually learning in grade X High School. These show
that Indonesian high school students have low ability in reading.
Furthermore, particularly in Medan this low ability of SMA students in
reading is shown by the previous studies in various private schools in Medan,
such as the study done by Sormin (2012), Tinambunan (2013), and Siregar
(2014). Their study found that the result of students’ score in reading have mean
value of 50, far below the specified KKM in English which is 75.
The researcher believes that most students can read well and comprehend
the reading passage, but why did they have low ability in reading? The concern is
whether they could understand the text critically like “reading between the lines”
or ”reading for deeper meaning”. It concern with not only the information
explicitly stated, but also the information which implicitly stated. Also whether
the students evaluate and appreciate the text they read.
Reading comprehension skill can be affected due to various reasons.
According to Wolley (2011) there are four main variables that affect the
efficiency of reading comprehension for any individual, namely the text, the task,
the reader characteristics, and the purpose of the activity. Task, in this case is the
questions and commands given to the students as a mean of evaluation and also
exercise, which has always been an important factor in learning for both teachers
and students. For the teacher, it helps them in assessing their students and in
making appropriate changes. For the students, it can help them in expanding their
curiosity and thinking critically.
Unfortunately, the level of reading exercise in our textbook which was
analysed base on Barrett’s taxonomy in previous study showed that it mostly
contains low level exercise (literal and reorganization questions) that didn’t
stimulate student critical thinking as shown by the study done by Listianingsih
(2013). She found that the Scaffolding textbooks was dominated by literal
comprehension and reorganization exercises, and supplemented with low numbers
of inferential comprehension and evaluation exercises. Similar results of the
domination of low level exercise can also be seen in the study by Fitria (2014) and
Sirait (2014). Their study found that the largest portion of the textbook English
Texts in Use and Look Ahead was literal questions, while there are only few
higher-order thinking exercises presented. According to these studies low level
exercise cannot effectively stimulate student critical thinking, which is why more
exercise in higher level is needed.
Moreover, the English competences of reading in the curriculum and
syllabus 2013 for grade X ask the student to have a good reading comprehension.
This was shown by the main and standard competences which are to grasp the
meaning, the information, the aim, and the structure of texts to acquire full
understanding of the texts. The text learned both functional and genre texts. The
functional texts are about announcement and song. The genre texts learned are
descriptive, recount, and narrative text. To understand a text fully all level of
Barrett’s taxonomy question is needed. That is including the evaluation and
appreciation exercise that low in number in Indonesians’ textbook. That is why
Indonesians’ textbook as stated before are still lacking in regard of its exercises
and in need of higher level questions.
Furthermore, the study done by Sunggingwati and Nguyen (2013) found
that Indonesian’s teachers relied deeply on the textbooks for teaching reading and
for the kinds of questions they asked to assist in reading comprehension and were
exposed mainly to low-level questions. This caused the teachers to often neglect
improving their teaching learning activities. The teacher will often teach low level
thinking content and questions base on the book without giving the student high
level questions to increase their critical thinking. The researcher observed this
behaviour when conducting teaching practice on September until November 2015
and the teachers indeed show such inclination. They use only their textbook Look
Ahead without other sources to teach and have the students finish the exercises in
the book without adding higher level question that need deeper thinking.
There are some taxonomies that tried to describe the level of reading
questions. Among those, the most applicable and widely used are Bloom’s
Taxonomy and Barret’s Taxonomy. For this study the researcher intend to use
Barrett’s Taxonomy because it was developed form Bloom Taxonomy
specifically for reading and it has more detailed taxonomy of reading
comprehension than other taxonomy. This notion also supported by Hutchens
(2005) that advised the use of Barrett’s taxonomy because it has a detailed system
regarding reading. For this purpose the writer intends to develop a reading
comprehension workbook of reading base on Barrett’s Taxonomy to cover the
lack of higher level questions.
The process of development of this workbook will be based on various
books and also the study by Richard R. D. about the development of reading
comprehension questions. The stages of development are: need analysis, rough
draft, dissemination, first revision, try out, validity and reliability check, and the
last was final revision.
B. The Problems of the Study
The problems of the study will be formulated as the following:
How to supplement the reading comprehension questions in the textbook
Contextual English for Grade X of Senior High Schools in Semester 1 base on the
analysis of its dominant categories of Barrett’s Taxonomy?
C. The Objectives of the Study
In the line with the problems of the study, the objectives of the study are:
To develop a reading comprehension workbook for grade X Senior High
School that contain all level of Barret’s Taxonomy
D. The Scope of The study
The scope of the study was to develop a reading comprehension workbook
for the students in grade X of high school and the answer sheet for the teachers.
This workbook was developed for general class and not for specialization class.
This workbook will be constructed based on Barret’s Taxonomy. The curriculum
used for this study was K13 and the skill that will be concerned was reading
comprehension.
E. Limitation and Delimitation
Although this study was carefully prepared, the researcher still conscious
of its limitations and shortcomings. This study focused on developing only
reading comprehension workbook and lack in other reading skills, namely writing,
speaking, and listening. This may cause the use of this workbook to be limited.
Therefore the researcher suggests further development of workbook for the other
skills.
F. The Significances of The Studies
1. The study is expected to be able to point out the strengths of reading
comprehension questions in reading exercises as to verify their soundness
and to develop a workbook. It is believed that the developed workbook
can be used to enhance the students’ reading skill.
2. The developed workbook is also believed to be used to teachers in
teaching and improving their strategy on teaching learning teaching
process
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
As stated in chapter I, the objective of this study was to supplement the
reading comprehension questions because of the weakness in Indonesian
textbook. These weaknesses have been proven by the previous study of other
researchers and by the analysis done by the researchers on the textbook
Contextual English for Grade X of Senior High Schools. The researcher found that
this textbook mainly contains low level question which covered 61.6% of the
reading questions in the textbook however there was only 10.86% high level
questions while they ought to be 25%. On the other hand, the multiple choice type
of question was dominating this book (73.2%), in contrast there was none true or
false question present. These result showed that there was a need to develop a
reading comprehension workbook with balance composition of the level and
types.
Based on the need analysis conducted, the researcher developed an initial
product of the reading comprehension workbook with 160 questions. The initial
product were then given to teacher for reviewing and validation and received good
score at 87.36% and gone through the first revision.
After the first revision was conducted, the product was given to expert for
further reviewing and validation, this product then has gone through three
revisions in which the number of questions increased to 210, more picture and
79
80
decoration were added, preface were added, and the structure were fixed. After the
revision the product were given to student for try out.
After four revisions in total has been done, there was no other revision
after students try out. This happened because the expected results were reached.
Following the end result of validation by semi expert, expert, and students’ try out
it could be concluded that generally the product was excellent. The end score
given by expert were 91.57% which showed that the product was excellent. The
result of students’ try out also showed that the value of �
(correlation coefficient
between the test score and student average) was all greater or same with 0.4,
which according to the use of product moment correlation formula is considered
valid.
This workbook covered up the appropriateness of the workbook’s
structure and language, the content effectiveness and appropriateness, and the
attractiveness of the workbook. All of these aspects have been proven valid and
reliable by the result of validation. It means that by the design and content, the
product is appropriate to be implemented in the classroom.
81
B. Suggestion
Based on the conclusion to the findings pointed above, the following
suggestions are needed to be considered in conducting the related research.
1. For the textbook’s writers, they can use the need analysis of this study
to present a textbook or workbook with balance composition between
the level of reading questions in each exercises based on Barrett’s
Taxonomy and also with more types of questions such as true or false
question.
2. For the English teachers, they can apply the result of this study to
decide the appropriate strategy in teaching the reading texts so their
students can do better in reading. In using this workbook teacher can
also questions the student further about their answer to test their full
comprehension.
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