student may help the unskilled students. There are four major strategies proposed in reciprocal teaching namely, predicting, questioning, clarifying and
summarizing: 1
Predicting In this activity, the students need to activate background knowledge that they
already have based on the topic discussed. 2
Questioning Generating or questioning provides the chance of the students to identify the
important information where it will be used as the substance of the question. After the students create the questions, they have to assure themselves that
they are able to answer their own questions. 3
Clarifying This strategy provides the students the opportunity to get a better
understanding on the unfamiliar vocabulary, unclear references or difficult concepts that hinder their comprehension mastery.
4 Summarizing
Summarizing may help the students to identify, paraphrase and integrate the important information from the text. This activity involves the skills of
identifying main ideas and supporting details of the text.
B. Theoretical Framework
In designing the instructional materials, the writer adapts some steps from Kemp’s and Yalden’s instructional design models. The writer adapts Yalden’s
model because this model is made to fulfill the needs of the students before generating the whole course. The needs survey done will give the designer much
information about how to make appropriate design for those students based on their needs.
However, this model does not concern more information and attention to the goals, learning objectives assessments and revision after conducting the
evaluation process. Therefore, the writer also adapts Kemp’s model. In this model, the writer may start designing at any stage whenever the writer is ready. The
interdependencies among the stages indicate that the treatment made for one stage will affect to other stages. The stages in designing the materials can be seen in
Figure 2.2.
Figure 2.2 The Framework of the System in this Study
The elaborations of the steps are presented below: 1.
Conducting Needs Analysis Yalden This step is adapted from Yalden’s model. To conduct this step, the writer
interviews the teacher and distributes questionnaires to the students in SMA Stella Duce I Yogyakarta to gather the data needed about the students’ needs, lacks,
abilities, interest and the difficulties.
Formulating goals, topic
and objectives
Selecting activities
and designing
materials Revising
Evaluating Conducting
need analysis
2. Considering Goals, Topics and General Purposes Kemp
This step is adapted from Kemp’s model. The goal, topics and general purposes are generated based on the curriculum 2006 Kurikulum Tingkat Satuan
Pendidikan . The topics are chosen based on the result of the questionnaires
distributed in step 1 according to the students’ interests. 3.
Selecting the Syllabus types Yalden The syllabus type is adapted from Yalden’s model. The information
collected from the first step will determine the choice of the syllabus. In this case, the writer uses the Fully Communicative Syllabus, because in this syllabus, the
learners are the input sources. 4.
Specifying the Learning Objectives Kemp This adapted step from Kemp is aimed at generating the indicators to
achieve the intended competence, which is reading competence. It states clear and comprehensive objectives in order to achieve the competency standard and basic
competence. 5.
Selecting the Subject Contents Kemp This step is adapted from Kemp’s model. The writer lists the strategies
based on reciprocal teaching strategy, which are predicting, questioning, clarifying and summarizing.
6. Selecting the Teaching-Learning Activities Kemp
This step is adapted from Kemp’s model. The well-chosen teaching learning activities also facilitate the students in gaining the expected skills in
understanding the texts. Therefore, the activities must be created as creative as
possible to build enjoyable and lively classroom so that the students will actively participate in the classroom.
7. Designing the Materials
This step is not mentioned in both Kemp’s and Yalden’s design model. However, this step is needed to create the reading materials based on reciprocal
teaching strategy. Therefore, it is added to complete the steps to obtain the final version of the designed materials.
The predicting, questioning, clarifying and summarizing strategies are employed in the form of exercises. Predicting strategy is employed by observing
pictures and answering questions that led the students to activate their background knowledge. In questioning strategy, the students are to monitor their
comprehension by formulating questions. Clarifying requires the students to engage in critical evaluation as they read and summarizing is modeled as an
activity of self-review of the whole materials in each unit. 8.
Evaluating the Materials Kemp It is done by distributing the evaluation questionnaires to several
evaluators conducted. It is conducted to get the evaluators’ feedback to be used as guidelines to improve and revise the designed materials.
9. Revising the Designed Materials Kemp
It is to find any weaknesses of each stage and make the revision to improve it. The writer revises the design based on the evaluation result from the
lecturers of English Language Education Study Program of Sanata Dharma University and the teachers from SMA Stella Duce I Yogyakarta.
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CHAPTER III METHODOLOGY
This section elaborates the methodology used in this study. It focuses on the discussion of Research Method, Research Participants, Research Instruments,
Data Gathering Techniques, Data Analysis Techniques, and Research Procedures.
A. Research Method
The method of the study is Research and Development. It is a process used to develop and validate educational products Borg and Gall, 1983: 772. These
products include teaching materials, teaching methods, and method for organizing instruction. Moreover, the goal of Research and Development is to develop
research knowledge and incorporate it into a product by combining educational research and educational practice Borg and Gall, 1983: 771.
The writer chose Research and Development method since it uses the findings to build tested products that are ready for operational use in the school.
Furthermore, it increases potential impact of findings upon the school practice by constructing them into usable educational products. R D cycle consists of four
major steps: study the research findings relevant to the products, develop products based on research findings, do field testing on the products, and revise the product
on the basis of field-data Borg and Gall, 1983: 772. There are ten steps offered by Research and Development R D,
namely: Research and Information Collecting, Planning, Develop Preliminary
