For the English teachers of SMA Negeri 11 Yogyakarta For the other researchers

92 REFERENCES Adoniou, M. 2007. Reading, Young Learners and Learning Difficulties. http:www.tesolgreece.comnl757503.html, accessed on February 2, 2008. Anonymous. K_6 English Syllabus and Support Document. New South Wales: Board of Studies. Ary, D., Jacobs, L. C., and Razavieh A. 1990. Introduction to Research in Education . 2 nd ed. New York: Holt, Rinhart and Winston, Inc. Barry, K. and king L. 1997. Beginning Teaching Second Edition. Australia: Social Press. Bonnie, A. and Jean, H. 2002. Reading Instruction and Assessment: Understanding the IRA standards . Boston: A Pearson Education Company. Borg, W. R Gall, M. D. 1983. Educational Research: An Introduction 4 th Ed. London: Longman. Burns, P. 1984. Twelve Principles of Teaching Reading: Teaching Reading in Today’s Elementary School. Boston: Houghton Mifflin Company Boston. Chamot, A., Barnhardt, S., El-Dinary, Pamela B., Robbins, J. 1986. The Learning Strategies Handbook. New York: Longman. Greenall, S. and Michael S. 1986. Effective Reading; Reading Skills for Advanced Students . Cambridge: Cambridge University Press. Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course Development. Belmont: Fearon Pitman Publishers USA. Kohonen V., Riitta J., Pauli K., and Jorma L. 2001. Experiential Learning in Foreign Language Education . Harlow: Pearson Education Limited. Kolvenbach, P., S.J. 1993. Ignatian Pedagogy; A Practical Approach. Rome: The International Center for Jesuit education. Malay, A. 1999. Games for Children. New York: Oxford University Press. Mark. 2005. Reading Skill Acquisition. http:www.jaltpublications.orgtltfiles.html, accessed on February 2, 2008. Mc Neil, J. D., Donant, L., and Alkin, M. C. 1980. How to Teach Reading Successfully . Boston: Little, Brown Company Ltd Muslich, M. 2007. KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual; Panduan Bagi Guru dan Pengawas Sekolah . Jakrta: PT. Bumi Aksara Raimes, A. 1983. Techniques in Teaching Writing. New York: Oxford University Press. Robert, S. and Nancy C. 1985. The Practice of Writing. New York: St. Martin’s Press. Vacca, R.T. 1981. Content Area Reading. Boston: Little Brown and Company. Wright A., Betteridge D., Buck by M. 2006. Games for Language Learning. New York: Cambridge University Press. Wyatt, Alfred J. 1953. An Anglo-Saxon Reader. Cambridge: At the University Press. Yalden, J. 1987. The Communicative Syllabus: Evaluation, Design and Implementation . Englewood Cliffs, NJ: Prentice Hall. APPENDICES APPENDIX 1 Letter of Permission APPENDIX 2 Interview Guideline and Transcript List of Questions for Interview Interview Guideline 1. Ada berapa jumlah kelas yang Anda ajar untuk kelas X di SMA Negeri 11 Yogyakarta ini? 2. Menurut Anda, bagaimana motivasi dan kemampuan siswa dalam belajar bahasa Inggris khusus nya untuk skill reading dan writing atau kemampuan membaca dan menulis? 3. Bagaimana opini para siswa mengenai kegiatan reading comprehension? 4. Kendala apa saja yang dihadapi para siswa ketika melakukan kegiatan reading comprehension ? 5. Apakah dalam mengajar mata pelajaran bahasa Inggris khususnya untuk skill reading dan writing, Anda menggunakan strategi mengajar tertentu? Jika ya, apa yang telah Anda gunakan? 6. Apakah Anda meminta siswa Anda untuk menghubungkan topik yang akan dibahas dengan pengalaman sehari-hari mereka? 7. Bagaimana cara Anda untuk mengajak siswa lebih mendalami materi bacaan? 8. Dalam strategi mengajar yang Anda terapkan, apakah Anda meminta siswa untuk melakukan kegiatan refleksi terhadap apa yang sudah mereka dapat? 9. Apakah Anda meminta para siswa untuk menerapkan pengetahuan atau pun segala sesuatu yang telah mereka dapatkan dalam tindakan nyata yang akan mereka lakukan dalam kehidupan sehari-hari? 10. Di akhir pembelajaran, apakah Anda mengadakan evaluasi? Seperti apa? Bagaimana itu dilakusanakan? 11. Menurut Anda bagaimana pencapaian belajar siswa dalam penggunaan strategi mengajar yang selama ini sudah Anda terapkan? Kendala apa saja yang sering Anda temui dalam penggunaan strategi mengajar tersebut ? 12. Adakah kesulitan yang Anda temui dalam mengajar bahasa Inggris terutama yang berkaitan dengan strategi mengajar yang telah Anda terapkan untuk mengajar reading dan writing? 13. Bagaimana gambaran secara keseluruhan aktivitas mengajar yang biasa Anda lakukan? 14. Bagaimana kemampuan siswa Anda yang berkaitan dengan skill writing? 15. Apakah kendala dalam reading comprehension yang dihadapi siswa selama ini mempengaruhi kecakapan siswa untuk skill lain khususnya writing? INTERVIEW TRANSCRIPTION 4 Juli 2009 1. Ada 6 kelas. Kelas X A, B, C, D, E dan F. rata- rata jumlah murid tiap kelas ada 34-36 2. Motivasi tiap anak untuk belajar bahasa Inggris khusunya yang berkaitan dengan kegiatan membaca reading dan menulis writing tidak sama, kalau yang senang belajar bahasa Inggris pasti suka, tetapi kalau tidak ya cenderung tidak suka. Guru bahasa Inggris selama ini selalu berusaha memberikan motivasi pelan-pelan dan hasil nya ya lumayan. Jadi, guru melakukan hal ini karena menyadari background murid yang berbeda-beda ada yang dari kota dan desa sehingga tiap anak punya tingkat kecerdasan yang berbeda. Ada anak yang sudah bisa bahasa Inggris, tetapi ada yang sama sekali tidak tahu apa-apa 3. Opini para murid bermacam-macam. Ada yang senang bagi anak yang suka membaca, mereka umunya menyukai berbagai macam teks bacaan, tetapi ada juga anak yang tidak senang membaca sehingga mereka juga tidak begitu menyukai kegiatan reading comprehension. 4. Kendalanya terutama pada vocab. Siswa banyak sekali yang vocab nya masih kurang sehingga hali ini menyebakan mereka malas membaca. Cara membaca pronunciation mereka pun masih terbatas terutama mereka yang tidak begitu memperhatikan pelajaran bahasa Inggris sewaktu di SMP. 5. Tidak ada strategi tertentu yang saya terapkan untuk mengajar bahasa Inggris untuk skill redaing dan writing. Saya biasanya menggunakan teks acak yang bisa ditemukan dalam kehidupan sehari-hari ataupun cara-cara lain yang bisa menarik perhatian dan minat siswa karena kadang jika anak langsung diberikan teks nya akan mengurangi minat mereka. Guru juga biasanya memberikan arahan tentang teks yang akan dibahas sehingga anak dapat lebih konsentrasi. Setelah itu, anak biasanya saya minta untuk menulis paragraf. 6. ya. Karena kalau tidak kita tidak bisa selektif dalam memilih teks. Kalau real life anak lebih suka dan tahu isi bacaannya. Apalagi mereka baru kelas X jadi anak-anak perlu dipilihkan teks yang sekiranya mereka suka. Ini bisa ditetapkan di materi mengenai iklan, news item, narrative → legend. 7. ya, ada refleksi misalnya ketika mereka diberikan topik yang murid kenal pasti murid langsung melakukan refleksi sehingga murid bisa mengatakan kalau “ya tahu tentang topiknya” 8. Agar anak lebih bisa mendalami, guru memberikan motivasi. Utamakan membaca karena dengan membaca pengetahuan kita bertambah. Selain itu juga memberikan bacaan-bacaan yang ringan, berdasarkan pengalaman sehari- hari sehingga anak bisa senang membaca dulu 9. Ya. Penerapan dari ilmu atau pengetahuan yang mereka dapat misalnya anak OSIS memasang pengumuman dengan bahasa Inggris, mereka juga bisa menulis undangan. Jadi, secara langsung siswa bisa menulis memproduksi sesuatu yang berhubungan dengan topik yang sudah dibahas. 10. Evaluasi secara lisan: Ya sebagai timbal balik untuk murid dan megecek apakah pengetahuan baru sudah masuk dalam pikiran mereka atau belum. Evaluasi secara tertulis dilaksanakan setiap terselesainya Kompetensi Dasar. Jadi, evalusai tidak dilaksanakan setip saat seusai pembelajaran 11. Hasilnya lumayan. Untuk anak-anak yang perlu pendalaman lebih atau yang belum bisa maksimal dialami oleh anak-anak tertentu yang sering tertinggal karena alasan-alasan. 12. Guru belum tahu menggunakan strategi apa beliau mengajar. 13. Biasanya saya mulai kegiatan mengajar dengan mengenalkan topik yang akan kita pelajari, kemudian saya bagikan teks. Setelah siswa membaca, akan nada pertanyaan yang berhubungan pemahaman siswa terhadap bacaan kemudian dilanjutkan dengan menulis. Siswa saya minta untuk mengaplikasikan pengetahuan dan topik baru yang sudah mereka ketahui dalam paragraph ataupun tilisan yang berhubungan dengan topik. Misalnya ketika membahas tentang advertisement kemudian siswa diminta membuat iklan tertulis. 14. Untuk skill writing siswa sedikit banyak mendapat pengaruh dari skill reading mereka. Anak yang malas dan punya banyak kendala dalam kegiatan reading comprehension akan berdampak pula saat mereka diminta untuk menuliskan paragraph atau teks yang berhubungan dengan topik yang telah mereka pelajari. 15. Ya, kecakapan anak dalam reading comprehension mempengaruhi skill writing mereka. APPENDIX 3 THE QUESTIONARE FOR THE DESIGN EVALUATION QUESTIONNAIRE FOR THE ENGLISH LECTURER TEACHER Developing Teaching Strategies Based on Reflective Pedagogy for Integrated Reading and Writing As a participant of this research, you are expected to state your evaluation toward the designed teaching strategies based on Reflective pedagogy for integrated reading and writing, which are enclosed with the questionnaire. Participant’s identity Name : Sex : Male Female Educational Background : S1 S2 S3 Teaching Experiences : …….years You are expected to choose one of the opinions by ticking 9 the number which indicates your degree of agreement. The number and the degree of agreement can be categorized as follows: 1 : Strongly Disagree 2 : Disagree 3 : Doubt 4 : Agree 5 : Strongly Agree Frequency of the Degree of Agreement No Respondents’ Opinion 1 2 3 4 5 1 The designed teaching strategies are able to meet the goals and objectives stated in the Curriculum at the School Level KTSP 2 The basic competences are well formulated 3 The indicators are able to support the attainment of basic competences 4 The designed teaching strategies are relevant to the students’ knowledge and skill levels 5 The teaching strategies help the students to enhance their motivation in reading and writing English 6 The use of teaching strategies based on Reflective pedagogy to teach reading and writing are well developed 7 The learning activities help to develop the students’ reading and writing skills 8 The teaching strategies based on Reflective pedagogy help the teacher to teach reading and writing 9 The instruction in each tasks or activity is clear enough to be understood by the students 10 In general, the teaching strategies are well elaborated Comments or opinions about the designed teaching strategies ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Suggestions and criticism ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Thank You APPENDIX 4 SYLLABUS OF SMA NEGERI 11 YOGYAKARTA SYLLABUS USING TEACHING STRATEGIES BASED ON REFLECTIVE PEDAGOGY FOR INTEGRATED READING WRITING TENTH GRADE STUDENTS OF SMA NEGERI 11 YOGYAKARTA Standard Competence: To understand meaning in short functional written text and simple essay in the form of recount, narrative and procedure in the daily life contexts and to access knowledge. Unit Theme Basic Competences Indicators Teaching-Learning Activities Learning Materials contents Time Allotment 1 Food Things around us

1. 1 Reading

To respond meaning and rhetorical steps in simple essay accurately, fluently, and acceptably in daily life contexts and to access knowledge in the form of procedure text

1.2 Writing

To express meaning and rhetorical steps in simple essay accurately, fluently, and acceptably in daily life contexts and to access knowledge in the form of procedure text At the end of the lesson, the students are able to: a. Identify the theme of the lesson b. Predict the topic of the lesson c. Analyze the procedure text d. Read the text with the correct pronunciation e. Mention the specific information on the text. f. Produce a short procedure text g. Evaluate a procedure text a. Look and Say b. Guessing the topic of the lesson c. Reading a text with the correct pronunciation d. Answering comprehension questions based on the text e. Discuss about the use of advertisement in their daily life f. Make a short procedure text g. Ask comment on their work h. Student-self evaluation 1. Two Procedure texts with the topic food things around us. 2. language features of procedure text 2 X 45’ Unit Theme Basic Competences Indicators Teaching-Learning Activities Learning Materials contents Time Allotment 2 Moments You’ll never Forget

2. 1 Reading

To respond meaning in formal and informal short functional announcement written text, accurately and acceptably in daily life context and to access knowledge.

2.2 Writing

To express meaning in formal and informal short functional announcement written text, accurately and acceptably in daily life context to access knowledge. At the end of the lesson, the students are able to: a. Identify the theme of the lesson b. Predict the topic of the lesson based on the picture c. Analyze the announcement text d. Mention the specific information on the text. e. Discuss about the function of announcement text in daily lives f. Produce simple announcement written text g. Evaluate their friend’s announcement text. a. Answer questions based on the picture b. Predict the topic from the picture c. Reading the announcement text d. Getting the Essential Information of the text e. Discuss about the function of announcement text in daily lives f. Make an announcement text g. Ask comment on their work h. Student-self evaluation 1. A picture of announcement card. 2. Announcement written text with. 3. Language features of announcement text 2 X 45’ Unit Theme Basic Competences Indicators Teaching-Learning Activities Learning Materials contents Time Allotment 3 Your Truly Diary

3.1 Reading To respond meaning and

rhetorical steps in simple essay accurately, fluently, and acceptably in daily life contexts and to access knowledge in the form of recount text.

3.2 Writing To express meaning and

rhetorical steps in simple essay accurately, fluently, and acceptably in daily life contexts and to access knowledge in the form of recount text. At the end of the lesson, the students are able to: a. Identify the theme of the lesson from a short text b. Predict the topic of the lesson c. Read the text with the correct pronunciation d. Mention the specific information on the text. e. Analyze the organization of recount text f. Retell a recount text with their own words g. Produce questions based on the text h. Discuss about the theme of the lesson i. Produce a short recount text j. Evaluate their friends’ composition a. Read a diary b. Predict the topic of the lesson c. Read a text with the correct pronunciation d. Decide the organization of a text e. Retell a story that they have read f. Make up Questions from the text g. Discuss about the theme of the lesson h. Make their own diary i. Ask comment on their work j. Student-self evaluation 1. Recount texts in form of diary with the topic of someone’s experiences 2. Language features of recount text. 2 X 45’ Unit Theme Basic Competences Indicators Teaching-Learning Activities Learning Materials contents Time Allotment 4 Selling Products and Services

4.1 Reading

To respond meaning in formal and informal short functional advertisement written text, accurately and acceptably in daily life context and to access knowledge.

4.2 Writing

To express meaning in formal and informal short functional advertisement written text, accurately and acceptably in daily life context and to access knowledge. At the end of the lesson, the students are able to: a. Identify the theme of the lesson b. Predict the topic of the lesson from the pictures c. Identify advertisement in their daily lives d. Analyze the topic advertisement e. Read the text with the correct pronunciation f. Mention the specific information on the text. g. Discuss about the use of advertisement in daily lives h. Produce written advertisement i. Evaluate their friends’ advertisement a. Answer questions based on the text b. Predict the topic of the lesson c. Read the example of advertisement texts d. Answering questions related to the text e. Discuss about the use of ads and a good ads f. Make written advertisement g. Give comment to their friends’ advertisement 1. Two pictures of some advertisements products in daily lives 2. Advertisement written texts 3. Language features of advertisement 2 X 45’ Unit Theme Basic Competences Indicators Teaching-Learning Activities Learning Materials contents Time Allotment 5 A Nice Holiday

5.1 Reading

To respond meaning and rhetorical steps in simple essay accurately, fluently, and acceptably in daily life contexts and to access knowledge in the form of narrative text.

5.2 Writing

To express and rhetorical steps in simple essay accurately, fluently, and acceptably in daily life contexts and to access knowledge in the form of narrative text. At the end of the lesson, the students are able to: a. Identify the narrative text b. Analyze the narrative text c. Identify the meaning of vocabulary used in the text based on the context d. Mention the specific information on the text. e. Discuss about the specific information of the story f. Produce a short narrative text g. Evaluate their friends’ composition a. Answer questions about the theme of the lesson b. Listen a story from CD and fill in the blanks c. Read a Story d. Answer comprehension questions e. Matching f. Discuss about the specific information of the story g. Write a narrative composition h. Give comment to their friend’s composition i. Student Self- Evaluation 1. Narrative texts with topic of a nice holiday 2. Language features of narrative text. 2 X 45’ Unit Theme Basic Competences Indicators Teaching-Learning Activities Learning Materials contents Time Allotment 6 Your Great Event

6.1 Reading