18 2 To increase the concern of school citizen to develop the curriculum
3 To increase the competition
7. Learners’ Characteristic
Knowing the learners’ characteristic is very important because the teacher can decide the appropriate methods and materials which are used to teach the
students. The participants are students of senior high school grade X. They are 15 to 16 years old. According to Hurlock 1980, those students belong to
adolescence. In their stage, adolescences are able to describe and discuss such
abstractions as love, justice and freedom. Moreover, adolescences become more skilled in social perpective-taking, understand person’s point of view and level of
knowledge, and speak accordingly Papalia, Olds, Feldman, 2004: 405. Based on that theory, the researcher believes that Cooperative Integrated
Reading and Composition CIRC is the right method which is used to teach reading in grade X. Besides, according to Erikson’s stage of personal and social
development, in that stage, the students like to work with their friends: peer group.
B. Theoretical Framework
This part discusses the steps and procedures in designing and developing the supplementary materials in reading activities. To make right steps, the
researcher has to understand the theories which are related to this research. Reading is an activity that combines the information of the text and
reader’s background knowledge. The purpose of reading is comprehension. In
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19 order to meet the purpose, the researcher must understand the principles in
teaching reading. Also, the researcher must understand the learners’ characteristic so that the researcher is able to apply the right method. In this case, the researcher
applies CIRC as the method to meet the purpose of reading. This research adapts Kemp’s instructional design to develop the materials
since Kemp’s Instructional Design is flexible. Therefore, the researcher arranges the order. Below are the steps of the research:
1. Identifying learners’ characteristic In this step, the researcher gathers data; learners’ characteristics and needs
through need analysis questionnaire, so that the researcher is able to design the right materials.
2. Specifying support services The researcher observes what facilities which are available in the class or
school. These facilities will help the researcher to implement the materials. 3. Considering goal, listing topic and general purpose
The researcher states the goal, topic and general purpose in designing the materials based on the learners’ characteristics and needs.
4. Specifying learning objectives In this step, the researcher decides the objectives based on the goal, topic,
and general purpose. 5. Listing the subject content
The researcher list the subject content based on the objectives and learners’ needs. Then, develop it as the materials by adapting from many sources;
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 books and internet. The materials will be designed based on the principle of
CIRC. 6. Selecting teaching-learning activities resources
In this process, the researcher uses the learners’ background knowledge and characteristics’ as the guideline in designing the material. Because the
learners are students of senior high school grade X and the researcher had experienced teaching the learners, so the researcher applies CIRC method to
create the appropriate teaching-learning activities. 7. Evaluation
In evaluating the questionnaire, the researcher will obtain the feedback from the advisor. While for the designed materials, the researcher will obtain the
feedback from two PBI’s lecturers and the teacher who has responsibility for the reading class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 The researcher’s theoretical framework is presented in Figure 2.2 below:
Figure 2.2: The Researcher’s Theoretical Framework
Identifying learners’ characteristic
Specifying support devices
Considering goal, listing topic, and general purpose
Specifying learning objectives
Listing the subject content
Selecting teaching-learning activities and resources
Evaluation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
CHAPTER III METHODOLOGY
This chapter presents an explanation of the methodology which was applied in this study. In order to understand the explanation more clearly, this chapter is
divided into six parts, they are: research method, research participants, research instruments, data gathering technique, data analysis technique and research
procedures.
A. Research Method
This research was aimed to answer the problem formulation. Firstly, the researcher would find out how the materials are designed by using Cooperative
Integrated Reading and Composition CIRC. Second, the researcher would present the design of the material using CIRC for student grade X.
After finding the design of the materials, the researcher would apply the
method. The researcher would apply Research and Development RD since the
research was educational research which was aimed to develop and validate education products. In a sense, the purpose of R D is to bridge the gap that often
exists between educational research and educational practice Borg and Gall, 1983. There are ten major steps of R D: Research and Information Collecting,
Planning, Develop Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational
Field Testing, Final Product Revision, and Dissemination and Implementation Borg
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Kategori