DEVELOPING TEACHING MATERIAL ON NARRATIVE TEXT FOR THE SECOND GRADE STUDENTS AT MTSN 2 MEDAN.
DEVELOPING TEACHING MATERIAL ON NARRATIVE
TEXT FOR THE SECOND GRADE STUDENTS AT MTsN 2
MEDAN
A THESIS
Submitted In Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By
DWITA SUNDARI
Registration Number 2121121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Sundari, Dwita. Registration Number: 2121121002. Developing Teaching
Material on Narrative Text for the Second Grade Students at MTsN 2
Medan
The objective of this study was to develop teaching materials on narrative
text based on the students’ needs. This study was conducted by using Research
and Development (R & D) design. The data was consisted of information who
gathered by administering interview to the teacher and distributing questionnaires
to the students. The instruments used in this study were questionnaires, interview,
and syllabus. The result of this study was a set of developed teaching material. It
covered of three units, they were: the story between animal and human, animal,
and plant which were included into three texts, they were: Abrahah’s elephant,
Neli’s fruit, story between Pleci’s trumpets and its fireworks. Each of the text
comprised of three kinds of exercise and in the first page there was an explanation
about narrative genre and its social function were provided.
Key words: Teaching Material, Narrative text, Research and Development
Design
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 teaching Material on Narrative
Text for the Second Grade Students at MTsN 2 Medan. This Thesis is aimed to
fulfill 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 during the research 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., the Rector of Medan State University.
Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department
Dra. Meisuri, M.A., the Secretary of English and Literature
Department,
her Advisor, for her valuable time, knowledge, and
guidance with all her patience and wisdom during the process of
accomplishing this Thesis.
Nora Ronita Dewi, S.S, S. Pd, M.Hum., the Head of English
Educational Study Program.
Drs. Johan Sinulingga, M.Pd., her Advisor, for his valuable time,
knowledge, and guidance with all his patience and wisdom during the
process of accomplishing this Thesis.
Dra. Masitowarni Siregar, M.Ed., her Validator and reviewer to review
the product of the research so it can be used for public.
Yeni Erlita, S.Pd., M.Hum., her reviewer who has given the researcher
time, support and valuable input to furnish this thesis.
Eis Sri Wahyuningsih, M.Pd and Pantes, the Administration Staffs of
English Department.
Drs. H. Musianto, MA., the Headmaster of MTsN 2 Medan for giving the
permission to the researcher during the research.
ii
Mardiyah Rambe, SS., the English teacher for helping the researcher
during the research and all the students of MTsN 2 Medan, especially the
8th-7 class for being object of the research
My beloved parents Samsul Bahri and Hartati thanks for everything,
their support and their wish for the researcher.
My beloved sister, Sri Lestari, Atikah Sarayah thanks for support and
wish her during completing the research.
Special thanks for My best friends, Putri Mulya, Fajriah, Hera Fitra,
Nurwahidah Ramadhani, Khansa Nisa, Eli Saprida for supporting the
researcher so she can completing this Thesis
My Beloved friend “Aer Danau” Audi, Ayu, Fitri, Keke, Erika for the
great experience during 9 years of togetherness and friendship.
My beloved friends of Reg A 2012 and all people who help the
researcher in finishing this Thesis.
Special Thanks to Pakde Bude PPLT 2015 and My friends, Rani, Rita,
Risty, Irma, Shanti, Tio for supporting the researcher so she can
completing this Thesis
The researcher realizes that this Thesis still has the paucity; She
conveniently welcomes any suggestions, comments and advices that will
improve the quality of this Thesis. She hopes that this Thesis would be useful
for those who read and interest in the field of this study.
Medan, April 2017
The Writer
Dwita Sundari
Reg.No.2121121002
iii
TABLE OF CONTENTS
Page
ABSTRACT ..................................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................................
ii
TABLE OF CONTENTS ............................................................................................
iv
LIST OF TABLES .......................................................................................................
v
LIST OF FIGURE .......................................................................................................
vi
LIST OF APPENDICES ............................................................................................. vii
CHAPTER I INTRODUCTION......................................................................
1
A. The Background of the Study ............................................................
4
B. The Problem of the Study ...................................................................
4
C. The Objective of the Study .................................................................
4
D. The Scope of the Study ......................................................................
4
E. The Significance of the Study ............................................................
4
CHAPTER II REVIEW OF LITERATURE .................................................
6
A. Theoretical Framework ....................................................................
6
1. English Language Teaching Material ...........................................
6
a. Advantages of Using Teaching Material .................................
6
2. Reading skill ..................................................................................
7
a. The Definition of Reading........................................................
7
b. Reading Comprehension .........................................................
8
1. Level of Reading Comprehension ...................................... 10
c. Reading Text ................................................................................. 11
1). Genre of Narrative Text ............................................................ 11
a. Fable ................................................................................... 13
3. Need Analysis ............................................................................... 13
4. Approach to Course Design .......................................................... 15
5. Curriculum .................................................................................... 16
6. Materials Development ................................................................... 18
a. Material Design .......................................................................... 19
b. Material Evaluation .................................................................... 20
iv
B. Relevant Studies ...................................................................................... 21
C. Conceptual Framework ........................................................................... 22
CHAPTER III RESERCH METHODOLOGY ............................................. 24
A. The Research Design .......................................................................... 24
B. The Techniques of Collecting Data .................................................... 24
C. Instruments of Data Collection........................................................... 25
D. The Techniques of Data Analysis ...................................................... 25
E. The Developing Materials .................................................................. 26
CHAPTER IV DATA ANALYSIS AND MATERIAL DEVELOPMENT . 30
A. Data ................................................................................................... 30
B. Data Analysis .................................................................................... 30
1) Preliminary .................................................................................. 30
a. Need Analysis ....................................................................... 31
1) Target Needs ................................................................... 31
2) Learner Needs ................................................................. 32
3) Teacher Needs ................................................................. 35
b. Analyzing of Existing Syllabus and Materials ...................... 37
1. Discussion ............................................................................. 39
a. Developing New Materials ........................................... 42
b. Revising New Materials ................................................ 49
c. Validation ...................................................................... 50
CHAPTER V CONCLUSION AND SUGGESTIONS .................................. 53
A. Conclusion ........................................................................................ 53
B. Suggestions ....................................................................................... 53
REFERENCES .................................................................................................. 54
APPENDICES ................................................................................................... 57
v
LIST OF TABLES
Pages
Table 4.1 Importance Teaching Material Narrative Text ................................... 31
Table 4.2 Source of Teaching Material Narrative Text ...................................... 32
Table 4.3 Preferred Inputs ................................................................................... 32
Table 4.4 Preferred Materials .............................................................................. 33
Table 4.5 Preferred Exercises ............................................................................. 34
Table 4.6 Preferred Design Materials ................................................................. 34
Table 4.7 Interviewing the English Teacher ....................................................... 35
Table 4.8 Differences between Learner Needs and Teacher Needs .................... 39
Table 4.9 Suggestion of English Teacher and English Lecturer ......................... 48
Table 4.10 Supporting Idea of Validating New Material .................................... 49
Table 4.11 English Teacher’s Validation ............................................................ 49
Table 4.12 Validation Score of English Lecturer................................................ 50
vi
LIST OF FIGURE
Page
A. Figure 3.1 Flowchart of Developing Materials ....................................... 27
vII
LIST OF APPENDICES
Pages
Appendix A Need Analysis Questionnaire ......................................................... 55
Appendix B Need Analysis Questionnaire ......................................................... 58
Appendix C Need Analysis Questionnaire ......................................................... 61
Appendix D The Percentage of Need Anaysis Questionnaries ........................... 64
Appendix E Interview ......................................................................................... 68
Appendix F Validation’s Sheet of English Teacher ............................................ 70
Appendix G Validation’s Sheet of English Lecturer .......................................... 72
Appendix H Product............................................................................................ 89
Appendix I Textbook .......................................................................................... 104
Appendix J Syllabus ............................................................................................ 113
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Indonesia has various schools for every level. There are general school and
Islamic school. For every level, general schools are divided into elementary
schools, junior high schools, senior high schools, vocational school.
Meanwhile religion school especially in Islamic schools, there are madrasah
ibtidaiyah(elementary school), madrasah tsanawiyah(junior high school), and
madrasah aliyah(senior high school). Based on the passing of the 1989 law on
National Education (Law no.2 1989) madrasahs at all three levels were given
equal status with general school. This means that Islamic school applied the
national curriculum determined by Ministry of National Education (MoNE)
for general subjects, in addition to be more intensive course of religious
studies set by Ministry of Religious Affairs (MoRA).
In Indonesia, Islamic school combined traditional religious education with
a broad general component and the majority students are Muslims. Islamic
school is a non-boarding school. It is distinguished from the Islamic boarding
school in their mission and modern approaches to the school set-up,
curriculum and pedagogy. Islamic school aims to nurture religious scholars,
set up to create learning Muslims. The students are not only learning about the
quran, hadith, fiqh, Islamic history, akhlak and Arabic language, but the
1
2
students must learn the general subject like mathematics, English, science,
social science, and so on.
Islamic junior high school becomes a school that has significant
percentage of Indonesia’s youth. Based on information available of Depdiknas
statistics states that Islamic junior high school educates 16 percent of 13-15
year old (2,129,564 students of a total 13,401,499). It seems big total from the
developing of students there. It means that Islamic Junior high school give
education contribution in a big scale of existing total students in Indonesia.
The teachers in Islamic junior high school taught general subjects and
Islamic subjects. Students learn more knowledge based the existing
curriculum with many subjects like English, mathematics, natural science,
social science, civic, and another general subject and they also learn Arabian
language, aqidah akhlak, quran and hadith, Islamic history, fiqh and so on.
General subjects like English has many times in a week especially at MTsN 2
Medan. It can be shown from the previous interviewed with English teacher at
MTsN 2 Medan; they learned English six hours a week meanwhile the Islamic
lesson just two hours a week. It means that English was important for the
students and the school realized it by giving the time for English lesson was
more than Islamic subjects.
The English teachers at MTsN 2 Medan used the teaching material
based on textbook from the school. In fact, the researcher found the teaching
material for students at MTsN 2 Medan learned English was same as the
general junior high school however their school was Islamic school. The
3
teacher used English Passport to the world grade VIII of Junior high school. In
contrary, incompatibility teaching material made the students bored,
furthermore if the students were forced to read a reading narrative text that
was strange for the students. In this condition, the teaching material should be
appropriated with Islamic school so it could help the students understand the
material.
From the condition the researcher saw that the teachers need another
teaching material that can help them to teach their student which is designed
appropriate for students need. Khoirul and Johanes (2013:7) conducted a study
about developing supplementary materials of genre-based reading for
students’ second grade at SMP 4 Malang and found that the picture in the text
was not well-designed and develop the picture that is suitable for students at
SMP 4 Malang. Susanti (2015:19) conducted a study about developing
materials of English textbook and found that the material development can be
used by the students despite there was already existed material.
Those studies indicated that the material development is needed to
support the existing material becomes appropriating material especially on
narrative text. It can be a picture design, appropriate text and exercise in a
text.
As explained the previous explanation, the researcher saw the material
needed to develop so the teacher and students can improve their knowledge by
having the appropriating material.
4
B. The Problem of the Study
Based on the background of the study, the researcher made an
identification of research as: How is English teaching material on narrative
text designed for second grade students at MTsN 2 Medan?
C. The Objective of the Study
The objective of the study was to design English teaching material on
narrative text appropriate for the second grade students at MTsN 2 Medan.
D. The Scope of the Study
The scope of the study was to develop teaching material on reading text
especially fables based on Islamic story. It would be applied in the second
grade Islamic junior high school at MTsN 2 Medan. The skill was reading
comprehension.
E. The Significance of the Study
Findings of this study were expected to be useful for teacher in teaching
narrative text especially on fables which may have theoretical as well as
practical value for English teachers.
1. Theoretically, the finding of the study to enrich the theory of teaching
material on narrative text especially Islamic story.
5
2. Practically, the findings became source of reference for the English
teachers especially in Islamic junior high school for the second grade
students at MTsN 2 Medan.
51
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The researcher developed texts by considering the learner needs, teacher
needs, and Islamic context then revised the material by validator so the
researcher conducted the texts as new material that suitable for the students
and teacher needs. It was designed a set of teaching material on narrative text.
It was comprised three texts and three exercises. Those texts were Abrahah’s
Elephant, Neli’s fruit and Pleci, Trumpets and Fireworks. The exercise
consists of questions that related to the texts, determined the statements true or
false and looked for the vocabulary by horizontal or vertical position.
B. Suggestions
The suggestions were given to have both theoretical and practical
contributions:
1. Theoretically, the finding of the study was to enrich the theory of
teaching material on narrative text especially fable Islamic stories.
2. Practically, the findings became source of reference for the English
teachers especially in Islamic junior high school for the second
grade students at MTsN 2 Medan.
51
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and R. Bolitho, (Eds.), Currents in language teaching. Oxford University
Press. Retrieved from http://iteslj.org/Articles/Kitao-Materials.html
Anwar, Johanes. 2013. Developing Supplementary Materials Of Genre-Based
Reading For The Eighth Graders At Smp Negeri 4 Malang. Vol.3, No.1.
Retrieved from http://jurnal-online.um.ac.id/article/do/detailarticle/1/7/1331
Berardo, Antony, S. 2006. The Use of Authentic Materials in the Teaching of
Reading. Journal of The Reading Matrix, I (6).
Berry, J.H. 2005. Levels at Reading
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Brian, T. 2003. Developing Materials for Language Teaching. London:
Bloomsbury Academy
Brown, Douglas. 2001. Teaching Principles An interactive Approach to language
Pedagogy. London: Longman.
Brown, Douglas. 2004. Teaching by Principles: An Interactive Approach to
Language Pedagogy. White Plains, New York: Pearson Education
Block, D. 1991. Some thoughts on DIY materials design, ELT Journal, 45 (3), 211-217.
Dubin & Olshtain. Course Design” Developing programs and Materials For
Language Learning. London: Cambridge University.
Feez et al. 2003. Text Based Syllabus Design. Sydney: NSW Press
Hamalik, Oemar. 2001. Proses Belajar Mengajar. Jakarta : Bumi Aksara.
Harmer, Jeremy. 2001 . Coursebooks. A Human, Cultural and Linguistic Disaster.
Modern English Teacher, vol. 10, no. 3, pp 5-10.
Harsono,Y.M. 2007. Developing Learning Materials for Specific Purposes.
Accessed on http://journal.teflin.org/index.php/journal/article/113/108
Hatchinson, Tom and Alan Waters. English For Specific Purposes. London:
CambridgeUniversity
Howard, J. 2005.Guidelines for Designing Effective English Language Teaching.
Retrieved from www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard
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Howel and Nolet. 2000. Study guide for Curriculum Based Evaluation: Teaching
and Decision Making. AIP Press
Junaedi, Firman. 2015. Fabel Islami Paling Seru Dan Mendidik. Jakarta: Laksana
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Khoirul, Muhammad., Johannes Ananto. 2013. Developing Supplementary
Materials Of Genre-Based Reading For The Eighth Graders At Smp Negeri
4 Malang. Malang: State University Of Malang Press
Kulowani, Wulaningtyas. 2015. Developing English Reading Materials for Students of
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Liton, Husein A. 2012. Developing EFL Teaching and Learning Practices In
Saudi Colleges. Retrieved from International Journal Instruction www.eiji.net
Lusia, Reza. 2012. Kisah Binatang di dalam Alquran: Gajah Abrahah. Accessed
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https://dongengpengantartiduranak.wordpress.com/2012/02/03/gajahabrahah/. November, 2016.
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Comprehension Skill. Oxford: Blackwell
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TEXT FOR THE SECOND GRADE STUDENTS AT MTsN 2
MEDAN
A THESIS
Submitted In Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By
DWITA SUNDARI
Registration Number 2121121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Sundari, Dwita. Registration Number: 2121121002. Developing Teaching
Material on Narrative Text for the Second Grade Students at MTsN 2
Medan
The objective of this study was to develop teaching materials on narrative
text based on the students’ needs. This study was conducted by using Research
and Development (R & D) design. The data was consisted of information who
gathered by administering interview to the teacher and distributing questionnaires
to the students. The instruments used in this study were questionnaires, interview,
and syllabus. The result of this study was a set of developed teaching material. It
covered of three units, they were: the story between animal and human, animal,
and plant which were included into three texts, they were: Abrahah’s elephant,
Neli’s fruit, story between Pleci’s trumpets and its fireworks. Each of the text
comprised of three kinds of exercise and in the first page there was an explanation
about narrative genre and its social function were provided.
Key words: Teaching Material, Narrative text, Research and Development
Design
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 teaching Material on Narrative
Text for the Second Grade Students at MTsN 2 Medan. This Thesis is aimed to
fulfill 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 during the research 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., the Rector of Medan State University.
Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department
Dra. Meisuri, M.A., the Secretary of English and Literature
Department,
her Advisor, for her valuable time, knowledge, and
guidance with all her patience and wisdom during the process of
accomplishing this Thesis.
Nora Ronita Dewi, S.S, S. Pd, M.Hum., the Head of English
Educational Study Program.
Drs. Johan Sinulingga, M.Pd., her Advisor, for his valuable time,
knowledge, and guidance with all his patience and wisdom during the
process of accomplishing this Thesis.
Dra. Masitowarni Siregar, M.Ed., her Validator and reviewer to review
the product of the research so it can be used for public.
Yeni Erlita, S.Pd., M.Hum., her reviewer who has given the researcher
time, support and valuable input to furnish this thesis.
Eis Sri Wahyuningsih, M.Pd and Pantes, the Administration Staffs of
English Department.
Drs. H. Musianto, MA., the Headmaster of MTsN 2 Medan for giving the
permission to the researcher during the research.
ii
Mardiyah Rambe, SS., the English teacher for helping the researcher
during the research and all the students of MTsN 2 Medan, especially the
8th-7 class for being object of the research
My beloved parents Samsul Bahri and Hartati thanks for everything,
their support and their wish for the researcher.
My beloved sister, Sri Lestari, Atikah Sarayah thanks for support and
wish her during completing the research.
Special thanks for My best friends, Putri Mulya, Fajriah, Hera Fitra,
Nurwahidah Ramadhani, Khansa Nisa, Eli Saprida for supporting the
researcher so she can completing this Thesis
My Beloved friend “Aer Danau” Audi, Ayu, Fitri, Keke, Erika for the
great experience during 9 years of togetherness and friendship.
My beloved friends of Reg A 2012 and all people who help the
researcher in finishing this Thesis.
Special Thanks to Pakde Bude PPLT 2015 and My friends, Rani, Rita,
Risty, Irma, Shanti, Tio for supporting the researcher so she can
completing this Thesis
The researcher realizes that this Thesis still has the paucity; She
conveniently welcomes any suggestions, comments and advices that will
improve the quality of this Thesis. She hopes that this Thesis would be useful
for those who read and interest in the field of this study.
Medan, April 2017
The Writer
Dwita Sundari
Reg.No.2121121002
iii
TABLE OF CONTENTS
Page
ABSTRACT ..................................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................................
ii
TABLE OF CONTENTS ............................................................................................
iv
LIST OF TABLES .......................................................................................................
v
LIST OF FIGURE .......................................................................................................
vi
LIST OF APPENDICES ............................................................................................. vii
CHAPTER I INTRODUCTION......................................................................
1
A. The Background of the Study ............................................................
4
B. The Problem of the Study ...................................................................
4
C. The Objective of the Study .................................................................
4
D. The Scope of the Study ......................................................................
4
E. The Significance of the Study ............................................................
4
CHAPTER II REVIEW OF LITERATURE .................................................
6
A. Theoretical Framework ....................................................................
6
1. English Language Teaching Material ...........................................
6
a. Advantages of Using Teaching Material .................................
6
2. Reading skill ..................................................................................
7
a. The Definition of Reading........................................................
7
b. Reading Comprehension .........................................................
8
1. Level of Reading Comprehension ...................................... 10
c. Reading Text ................................................................................. 11
1). Genre of Narrative Text ............................................................ 11
a. Fable ................................................................................... 13
3. Need Analysis ............................................................................... 13
4. Approach to Course Design .......................................................... 15
5. Curriculum .................................................................................... 16
6. Materials Development ................................................................... 18
a. Material Design .......................................................................... 19
b. Material Evaluation .................................................................... 20
iv
B. Relevant Studies ...................................................................................... 21
C. Conceptual Framework ........................................................................... 22
CHAPTER III RESERCH METHODOLOGY ............................................. 24
A. The Research Design .......................................................................... 24
B. The Techniques of Collecting Data .................................................... 24
C. Instruments of Data Collection........................................................... 25
D. The Techniques of Data Analysis ...................................................... 25
E. The Developing Materials .................................................................. 26
CHAPTER IV DATA ANALYSIS AND MATERIAL DEVELOPMENT . 30
A. Data ................................................................................................... 30
B. Data Analysis .................................................................................... 30
1) Preliminary .................................................................................. 30
a. Need Analysis ....................................................................... 31
1) Target Needs ................................................................... 31
2) Learner Needs ................................................................. 32
3) Teacher Needs ................................................................. 35
b. Analyzing of Existing Syllabus and Materials ...................... 37
1. Discussion ............................................................................. 39
a. Developing New Materials ........................................... 42
b. Revising New Materials ................................................ 49
c. Validation ...................................................................... 50
CHAPTER V CONCLUSION AND SUGGESTIONS .................................. 53
A. Conclusion ........................................................................................ 53
B. Suggestions ....................................................................................... 53
REFERENCES .................................................................................................. 54
APPENDICES ................................................................................................... 57
v
LIST OF TABLES
Pages
Table 4.1 Importance Teaching Material Narrative Text ................................... 31
Table 4.2 Source of Teaching Material Narrative Text ...................................... 32
Table 4.3 Preferred Inputs ................................................................................... 32
Table 4.4 Preferred Materials .............................................................................. 33
Table 4.5 Preferred Exercises ............................................................................. 34
Table 4.6 Preferred Design Materials ................................................................. 34
Table 4.7 Interviewing the English Teacher ....................................................... 35
Table 4.8 Differences between Learner Needs and Teacher Needs .................... 39
Table 4.9 Suggestion of English Teacher and English Lecturer ......................... 48
Table 4.10 Supporting Idea of Validating New Material .................................... 49
Table 4.11 English Teacher’s Validation ............................................................ 49
Table 4.12 Validation Score of English Lecturer................................................ 50
vi
LIST OF FIGURE
Page
A. Figure 3.1 Flowchart of Developing Materials ....................................... 27
vII
LIST OF APPENDICES
Pages
Appendix A Need Analysis Questionnaire ......................................................... 55
Appendix B Need Analysis Questionnaire ......................................................... 58
Appendix C Need Analysis Questionnaire ......................................................... 61
Appendix D The Percentage of Need Anaysis Questionnaries ........................... 64
Appendix E Interview ......................................................................................... 68
Appendix F Validation’s Sheet of English Teacher ............................................ 70
Appendix G Validation’s Sheet of English Lecturer .......................................... 72
Appendix H Product............................................................................................ 89
Appendix I Textbook .......................................................................................... 104
Appendix J Syllabus ............................................................................................ 113
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Indonesia has various schools for every level. There are general school and
Islamic school. For every level, general schools are divided into elementary
schools, junior high schools, senior high schools, vocational school.
Meanwhile religion school especially in Islamic schools, there are madrasah
ibtidaiyah(elementary school), madrasah tsanawiyah(junior high school), and
madrasah aliyah(senior high school). Based on the passing of the 1989 law on
National Education (Law no.2 1989) madrasahs at all three levels were given
equal status with general school. This means that Islamic school applied the
national curriculum determined by Ministry of National Education (MoNE)
for general subjects, in addition to be more intensive course of religious
studies set by Ministry of Religious Affairs (MoRA).
In Indonesia, Islamic school combined traditional religious education with
a broad general component and the majority students are Muslims. Islamic
school is a non-boarding school. It is distinguished from the Islamic boarding
school in their mission and modern approaches to the school set-up,
curriculum and pedagogy. Islamic school aims to nurture religious scholars,
set up to create learning Muslims. The students are not only learning about the
quran, hadith, fiqh, Islamic history, akhlak and Arabic language, but the
1
2
students must learn the general subject like mathematics, English, science,
social science, and so on.
Islamic junior high school becomes a school that has significant
percentage of Indonesia’s youth. Based on information available of Depdiknas
statistics states that Islamic junior high school educates 16 percent of 13-15
year old (2,129,564 students of a total 13,401,499). It seems big total from the
developing of students there. It means that Islamic Junior high school give
education contribution in a big scale of existing total students in Indonesia.
The teachers in Islamic junior high school taught general subjects and
Islamic subjects. Students learn more knowledge based the existing
curriculum with many subjects like English, mathematics, natural science,
social science, civic, and another general subject and they also learn Arabian
language, aqidah akhlak, quran and hadith, Islamic history, fiqh and so on.
General subjects like English has many times in a week especially at MTsN 2
Medan. It can be shown from the previous interviewed with English teacher at
MTsN 2 Medan; they learned English six hours a week meanwhile the Islamic
lesson just two hours a week. It means that English was important for the
students and the school realized it by giving the time for English lesson was
more than Islamic subjects.
The English teachers at MTsN 2 Medan used the teaching material
based on textbook from the school. In fact, the researcher found the teaching
material for students at MTsN 2 Medan learned English was same as the
general junior high school however their school was Islamic school. The
3
teacher used English Passport to the world grade VIII of Junior high school. In
contrary, incompatibility teaching material made the students bored,
furthermore if the students were forced to read a reading narrative text that
was strange for the students. In this condition, the teaching material should be
appropriated with Islamic school so it could help the students understand the
material.
From the condition the researcher saw that the teachers need another
teaching material that can help them to teach their student which is designed
appropriate for students need. Khoirul and Johanes (2013:7) conducted a study
about developing supplementary materials of genre-based reading for
students’ second grade at SMP 4 Malang and found that the picture in the text
was not well-designed and develop the picture that is suitable for students at
SMP 4 Malang. Susanti (2015:19) conducted a study about developing
materials of English textbook and found that the material development can be
used by the students despite there was already existed material.
Those studies indicated that the material development is needed to
support the existing material becomes appropriating material especially on
narrative text. It can be a picture design, appropriate text and exercise in a
text.
As explained the previous explanation, the researcher saw the material
needed to develop so the teacher and students can improve their knowledge by
having the appropriating material.
4
B. The Problem of the Study
Based on the background of the study, the researcher made an
identification of research as: How is English teaching material on narrative
text designed for second grade students at MTsN 2 Medan?
C. The Objective of the Study
The objective of the study was to design English teaching material on
narrative text appropriate for the second grade students at MTsN 2 Medan.
D. The Scope of the Study
The scope of the study was to develop teaching material on reading text
especially fables based on Islamic story. It would be applied in the second
grade Islamic junior high school at MTsN 2 Medan. The skill was reading
comprehension.
E. The Significance of the Study
Findings of this study were expected to be useful for teacher in teaching
narrative text especially on fables which may have theoretical as well as
practical value for English teachers.
1. Theoretically, the finding of the study to enrich the theory of teaching
material on narrative text especially Islamic story.
5
2. Practically, the findings became source of reference for the English
teachers especially in Islamic junior high school for the second grade
students at MTsN 2 Medan.
51
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The researcher developed texts by considering the learner needs, teacher
needs, and Islamic context then revised the material by validator so the
researcher conducted the texts as new material that suitable for the students
and teacher needs. It was designed a set of teaching material on narrative text.
It was comprised three texts and three exercises. Those texts were Abrahah’s
Elephant, Neli’s fruit and Pleci, Trumpets and Fireworks. The exercise
consists of questions that related to the texts, determined the statements true or
false and looked for the vocabulary by horizontal or vertical position.
B. Suggestions
The suggestions were given to have both theoretical and practical
contributions:
1. Theoretically, the finding of the study was to enrich the theory of
teaching material on narrative text especially fable Islamic stories.
2. Practically, the findings became source of reference for the English
teachers especially in Islamic junior high school for the second
grade students at MTsN 2 Medan.
51
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