A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING STRATEGIES-BASED INSTRUCTION FOR GRADE VIII STUDENTS OF SMP N 1 MUNGKID A THESIS Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree in English Language Educa

  A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING STRATEGIES-BASED INSTRUCTION FOR GRADE VIII STUDENTS OF SMP N 1 MUNGKID A THESIS Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree in English Language Education

  By: Kiki Purbosari

  Student Number: 031214123

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF ARTS AND LANGUAGE EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

  

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS

USING STRATEGIES-BASED INSTRUCTION

FOR GRADE VIII STUDENTS OF SMP N 1 MUNGKID

A THESIS

  

Presented as Partial Fulfillment of the Require ments

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By: Kiki Purbosari

  Student Number: 031214123

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF ARTS AND LANGUAGE EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

  

DEDICATION PAGE

Socrates was in jail, waiting for the death sentence on him to be done.

  

One day he heard his friend, other prisoner, was singing a difficult song

composed by Stesikoros.

  Socrates asked that prisoner to teach him that song. “Why?” asked the prisoner.

“So that I can die after I’ve known one new thing,” answered Socrates,

the noble person.

  A Student: Why do you learn something new a week before you die?

A Teacher: With exactly the same reason as you learn something new

fifty years before you die.

  (The Prayer of the Frog, by Antony de Mello)

This thesis is dedicated to:

My Lord, Allah SWT

  

My Prophet, Muhammad SAW

My beloved family

My teachers and lecturers

My lovely best friends

  

ABSTRACT

  Purbosari, Kiki. 2009. A Set of English Supplementary Reading Materials Using

Strategies-Based Instruction for Grade VIII Students of SMP N 1 Mungkid.

Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  This research aims at designing a set of English supplementary reading materials for grade VIII students of SMP N 1 Mungkid. Reading is important in English language learning because by reading English texts frequently, students can learn and acquire English vocabulary and structures through reading activities. To reach the goal of reading, readers can use strategies. In language learning, those strategies are called language learning strategies that include reading strategies. Since language learning strategies can support learners to improve reading skills, in this research, the materials to be designed use Strategies-Based Instruction. In Strategies-Based Instruction, language learning strategies are integrated into everyday class materials, and may be explicitly or implicitly embedded into teaching learning activities.

  This research deals with two problems: (1) How is a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid designed? and (2)What does a set of English reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid look like? To answer the research questions above, five steps of R & D cycle were applied. They were: (1) Conducting Research and Collecting Information, (2) Planning, (3) Developing Preliminary Form of Product, (4) Conducting Preliminary Field Test and (5) Conducting Main Product Revision. Besides, the researcher adapted the principles of Strategies-Based Instruction in designing the materials.

  To solve the first problem, the researcher adapted the instructional design model offered by Kemp. There were seven steps to design the materials, namely: (1) Conducting needs survey, (2) Stating instructional goals, topics and general purposes, (3) Specifying the objectives, (4) Listing the subject contents, (5) Selecting the teaching learning activities and the instructional resources, (6) Conducting an evaluation survey, and (7) Revising and improving the materials.

  In conducting the survey study, the researcher used two instruments, namely questionnaires and interviews. The first questionnaire was distributed to 75 students of class VIII of SMP N 1 Mungkid to assess learners’ needs. Besides, the researcher conducted interviews with English teachers of SMP N 1 Mungkid to collect additional information. After being designed, the designed materials were evaluated by distributing the second questionnaire to three English teachers of SMP N 1 Mungkid, an English teacher of Bunda Mulia School Jakarta, and an English instructor of Lembaga Bahasa (Language Institute) Sanata Dharma the data. The results showed that most of the scores were more than 4. Therefore, it could be concluded that most of respondents agreed that the designed materials were acceptable and appropriate to be implemented. However, there were some revisions that needed to be conducted to improve the designed materials.

  To solve the second problem the researcher presented the final vers ion of the designed materials after making some revisions and improvements based on the results of the designed materials evaluation. The designed materials consisted of ten units. Each unit contained three sections, they were: (1) Pre Work, (2) Get Closer to Descriptive, Recount and Narrative Texts, and (3) Check Yourself for Unit 1; (1) Build Your Knowledge, (2) Show Your Skills and (3) Check Yourself for Unit 2 to 10.

  Finally, the researcher expects that the designed materials will be useful for grade V

  III English teachers to improve their students’ reading skills. The researcher also expects that the designed materials will inspire other researchers to conduct a further research on the other aspects of this research.

  

ABSTRAK

  Purbosari, Kiki. 2009. A Set of English Supplementary Reading Materials Using

Strategies-Based Instruction for Grade VIII Students of SMP N 1 Mungkid.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Penelitian ini bertujuan untuk merancang seperangkat materi membaca tambahan bahasa Inggris untuk siswa kelas VIII SMP N 1 Mungkid. Membaca adalah hal yang penting dalam mempelajari bahasa Inggris karena dengan membaca teks berbahasa Inggris secara teratur, siswa dapat mempelajari kosa kata dan tata bahasa bahasa Inggris melalui kegiatan membaca. Untuk mencapai tujuan membaca, pembaca dapat menggunakan strategi. Dalam pembelajaran bahasa, strategi tersebut disebut strategi belajar bahasa (language learning strategies) yang meliputi strategi membaca (reading strategies). Karena strategi belajar bahasa dapat mendukung siswa dalam meningkatkan ketrampilan membaca, dalam studi ini, materi yang dirancang menggunakan Instruksi Berbasis Strategi (Strategies-Based Instruction). Dalam Instruksi Berbasis Strategi, strategi belajar bahasa diintegrasikan ke dalam materi kelas sehari- hari, and bisa dimasukan secara eksplisit atau implisit ke dalam kegiatan belajar mengajar.

  Penelitian ini berhubungan dengan dua permasalahan: (1) Bagaimana seperangkat materi membaca tambahan bahasa Inggris menggunakan Instruksi Berbasis Strategi untuk siswa kelas VIII SMP N 1 Mungkid dirancang? dan (2) Bagaimanakah bentuk materi membaca tambahan bahasa Inggris menggunakan Instruksi Berbasis Strategi untuk siswa kelas VIII SMP N 1 Mungkid tersebut? Untuk menjawab pertanyaan penelitian tersebut, lima langkah dari metode siklus

  

R & D (Research and Development) digunakan. Langkah- langkah tersebut adalah:

  (1) Melaksanakan penelitian dan mengumpulkan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Selain itu, peneliti juga mengadaptasi prinsip-prinsip Instruksi Berbasis Strategi (Strategies-Based Instruction) dalam merancang materi.

  Untuk memecahkan masalah pertama, peneliti mengadaptasi sebual model perancangan pembelajaran oleh Kemp. Ada tujuh langkah yang diterapkan dalam perancangan materi, yaitu: (1) Mengadakan survey kebutuhan, (2) Menetapkan sasaran, topik dan tujuan umum pembelajaran, (3) Menspesifikasikan tujuan, (4) Mendaftar isi materi, (5) Memilih kegiatan belajar mengajar dan sumber-sumber pembelajaran, (6) Mengadakan survey evaluasi, dan (7) Memperbaiki dan meningkatkan materi.

  Dalam melaksanakan survey, peniliti menggunakan dua macam alat, yaitu kuisioner dan wawancara. Kuisioner pertama dibagikan kepada 75 siswa kelas

  VIII SMP N 1 Mungkid untuk menilai kebutuhan siswa. Di samping itu, peneliti

  Mungkid, seorang guru bahasa Inggris sekolah Bunda Mulia Jakarta, dan seorang pengajar bahasa Inggris Lembaga Bahasa Universitas Sanata Dharma Yogyakarta, untuk mendapatkan pendapat, komentar dan saran terhadap materi yang dirancang. Peneliti menggunakan rumus Central Tendency untuk menganalisa data dari survey evaluasi tersebut. Hasilnya menunjukan bahwa sebagian besar skor bernilai lebih dari 4. Oleh karena itu, dapat disimpulkan bahwa para responden setuju bahwa materi yang dirancang dapat diterima dan sesuai untuk diterapkan. Namun, beberapa perbaikan dilakukan untuk meningkatkan materi yang dirancang.

  Untuk memecahkan masalah yang kedua, peneliti menyajikan versi akhir dari materi yang dirancang setelah membuat beberapa perbaikan dan peningkatan berdasarkan hasil dari evaluasi materi yang dirancang. Materi yang dirancang terdiri dari 10 unit. Masing- masing unit terdiri dari 3 bagian, yaitu: (1) Pre Work, (2) Get Closer to Descriptive, Recount and Narrative Texts, and (3) Check Yourself untuk unit 1; (1) Build Your Knowledge, (2) Show Your Skills, and (3) Check Yourself untuk unit 2 sampai 10.

  Pada akhirnya, peneliti berharap bahwa materi yang dirancang akan berguna untuk guru bahasa Inggris dalam meningkatkan ketrampilan membaca para siswanya. Peneliti juga mengharapkan bahwa materi yang dirancang akan menginspirasi peneliti-peneliti lain untuk melakukan penelitian leb ih lanjut pada aspek-aspek lain dalam penelitian ini.

  

ACKNOWLEDGEMENTS

  In the name of Allah, the Most Gracious, and the Most Merciful: All Praises to Allah, Lord of the Universe. Only because of His abundant blessings I could accomplish my thesis. Salawat and regard will always be given to my greatest guide, Muhammad SAW. His love, I believe, will always accompany me and support me on any circumstances. I am also blessed to have people who have supported me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.

  My gratitude goes to Caecilia Tutyandari, S.Pd., M.Pd., my only sponsor for her willingness and patience to guide me in writing this thesis. I thank her for her support, suggestions, and advice, so that I could finish my thesis.

  My thankfulness goes to my teachers and lecturers to whom I have learned. The knowledge I gained until today could not be substituted with anything. My thankfulness also goes to PBI secretariat staffs and USD librarians who helped and served me the best they can do. They really are the best people in their fields.

  I am indebted to the English teachers of SMP N 1 Mungkid, Magelang who helped me during the research, they are: Saryanti S.Pd., Kuntono M.H., S.Pd. and Giarto S.Pd.. I am also deeply thankful to Maria Pujiastuti S.Pd. and Ag. Kustulasari S.Pd., M.Ed.for giving feedbacks for my design.

  I would like to send my deepest gratitude to my parents: my mother, Henis love, prayer, patience and encouragement. Words will never be enough to reveal how much I thank them. My sweetest thank goes to my brothers; Widyo Purnomo, Suryo Hanjono, Seno Yudhanto and sister in law Neni Wijayanti. I am lucky just to have them who always care about me. I should be grateful to have Bianca Fatima Az- zahra, my niece. She really makes my world cheerful. I would also like to thank my grandparents for their support and prayer. I will not forget to thank my uncles, aunts, and cousins who give me sincere love and consider me as their own child and sister.

  Next, I would like to dedicate my appreciation to my best friends, Titik, Nina, Atik, Priska, and Melon for the friendship, support and unforgettable experiences we have shared. I thank all PBI friends, especially Uri, Timur, Siwi, Dheni, Dudunk, Gendut, Ceepok, Rinma, Upik, Beta, Indra and all my friends of PBI 2003 for every moment we have during my study. I also thank Dita “Cempoel” and Siska “Ncrut”. They have made my world more colourful. A special thank goes to Diana to whom I can share my deepest even craziest thought. She really has opened my mind.

  Finally, my gratitude also goes to those whom I cannot mention by names. May God bless them and make them prosperous.

  Kiki Purbosari

  

TABLE OF CONTENTS

Page

  TITLE PAGE ..................................................................................................... i APPROVAL PAGES ......................................................................................... ii DEDICATION PAGE ........................................................................................ iv STATEMENT OF WORK’S ORIGINALITY .................................................. v

  

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................... vi

  ABSTRACT ....................................................................................................... vii

  

ABSTRAK ........................................................................................................... ix

  ACKNOWLEDGEMENTS ............................................................................... xi TABLE OF CONTENTS ................................................................................... xiii LIST OF APPENDICES .................................................................................... xvi LIST OF FIGURES ............................................................................................ xvii LIST OF TABLES ...................................................................

  ……….………xviii

  CHAPTER I INTRODUCTION A. Research Background ................................................................. 1 B. Problem Formulation .................................................................. 4 C. Problem Limitation ..................................................................... 4 D. Research Objectives .................................................................... 4 E. Research Benefits ........................................................................ 5 F. Definition of Terms ..................................................................... 5 CHAPTER II THEORETICAL REVIEW A. Theoretical Description .............................................................. 9

  1. The Theory of Reading ........................................................... 10

  a. Reading Definition ............................................................. 10

  b. Reading Purposes ............................................................... 12

  e. Reading Skills and Strategies ............................................. 16

  2. The Teaching of Reading ....................................................... 16

  a. Principles for Teaching Reading ........................................ 17

  b. The Stages in Teaching Reading ........................................ 19

  3. Strategies-Based Instruction ................................................... 21

  4. Integrating Strategies-Based Instruction (SBI) into the Reading Materials ................................................................................. 24

  5. 2006 Curriculum ..................................................................... 31

  6. Grade VIII Students of Junior High School ........................... 32

  7. Instructional Design Model ..................................................... 33

  B. Theoretical Framework ............................................................... 37

  CHAPTER III RESEARCH METHODOLOGY A. Research Method ........................................................................ 42

  1. Conducting Research and Collecting Information ................. 43

  2. Planning ................................................................................... 43

  3. Developing Preliminary Form of Product ............................... 44

  4. Conducting Preliminary Field Test ........................................ 44

  5. Conducting Main Product Revision ........................................ 44

  B. Research Participants .................................................................. 45

  C. Research Setting .......................................................................... 46

  D. Research Instruments .................................................................. 46

  1. Questionnaire .......................................................................... 47

  2. Interview ................................................................................. 49

  E. Data Gathering Technique ........................................................... 49

  F. Data Analysis Technique ............................................................. 50

  G. Research Procedure ..................................................................... 52

  CHAPTER IV RESEARCH RESULT ANDDISCUSSION

  a. The Data of the Questionnaire ........................................... 55

  b. The Results of Interviewing the Teachers........................... 63

  2. Stating Instructional Goals, topics and General Purposes ....... 66

  3. Specifying the Objectives ........................................................ 69

  4. Listing the Subject Contents.................................................... 72

  5. Selecting Teaching Learning Activities and Materials ........... 74

  6. Conducting an Evaluation Survey ........................................... 76

  7. Revising and improving the Materials .................................... 80

  B. The Presentation of the Designed Materials................................ 82

  CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ................................................................................ 84 B. Suggestions ................................................................................. 86 REFERENCES ................................................................................................... 88

  

LIST OF APPENDICES

Appendix Page

  APPENDIX A: Letter of Permission .................................................................. 92 APPENDIX B: Surat Keterangan Penelitian ..................................................... 94 APPENDIX C: List of Questions for Interview.................................................. 96 APPENDIX D: Questionnaire for Students ........................................................ 98 APPENDIX E: Questionnaire for Evaluating the Designed Materials ............... 102 APPENDIX F: Gambaran Umum Materi ........................................................... 106 APPENDIX G: Syllabus ..................................................................................... 109 APPENDIX H: Lesson Plan................................................................................ 116 APPENDIX I: The Presentation of the Designed Materials ............................... 158

  

LIST OF FIGURES

Figure Page

Figure 2.1 Definition of Reading ........................................................................ 11Figure 2.2 Story Map .......................................................................................... 30Figure 2.3 Kemp’s Instructional Design Model.................................................. 37

  Figure 3.1 The Researcher’s Adapted Instructional Design Model .................... 45

  

LIST OF TABLES

Table Page

Table 3.1 The Descriptive Statistic of the Data .................................................. 51Table 4.1 The Data of the Questionnaire for Students ........................................ 56Table 4.2 The Indicators...................................................................................... 69Table 4.3 The Description of the Respondents ................................................... 76Table 4.4 The Descriptive Statistics of the Materials Evaluation Survey........... 77Table 4.5 The Presentation of the Materials ....................................................... 83Table 5.1 The Topics of the Designed Materials ................................................ 85

CHAPTER I INTRODUCTION This chapter presents the introduction, which is divided into six main

  parts. The first part is the research background. The second part explains the problem formulation of this study. The third part shows the problem limitation.

  The fourth part deals with the research objectives and the fifth part with the research benefits. The last part describes the definition of terms.

A. Research Background

  English is the first foreign language in Indonesia, which is taught to school students as a compulsory subject. The purpose of teaching English is that the students will have the ability in reading, listening, speaking, and writing using English. As a result, the students will have communicative competence in English.

  Having communicative competence in English enables them to explore information source conveyed in English. Furthermore, they will be more prepared to face globalization era, in which English is an important means of communication around the world.

  Reading, like listening, speaking, and writing, is a part of the communicative competence of language users. By reading English text frequently, learners can improve their language proficiency. Learners‟ reading proficiency enables them to perform at levels of successful foreign language learners. It is reading activities. English reading skills will also support learners in getting any information which is written in English.

  According to Anderson as edited by Nu nan (2003: 68), “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.” Related to this fluent process, it may include steps taken by learners or learners‟ strategies. In reading, these strategies should be adjusted according to the purpose of reading and the types of reading texts. As a result, learners can build the meaning of their reading. It means that they can reach the goal of reading that is comprehension or understanding of the text.

  Since language learning strategies especially reading strategies can support learners to improve reading skills, in this research, the materials to be designed use Strategies-Based Instruction or SBI which can be applied to all of the language skills. Cohen (1998: 81) defines Strategies-

  Based Instruction (SBI) as “a learner centered approach to teaching that extends classroom strategy training to include both explicit and implicit integration of strategies into the course content”. Diane Larsen-Freeman uses the term learning strategy training which definition can be said similar to Cohen‟s definition of SBI that is “training students in the use of learning strategies in order to improve their learning effectiveness” (2000:160). When Strategies-Based Instruction is used in reading class, it means that the language learning strategies to be taught are specified into reading strategies such as predicting, self questioning, skimming and scanning or any Language learning strategies can improve students‟ effectiveness in learning the target language. To teach students to use various kinds of strategies to develop their reading ability, the researcher decided to use Strategies-Based Instruction in designing the supplementary reading materials for grade VIII students of SMP N 1 Mungkid. In Strategies-

  Based Instruction, the teacher‟s job is not only to teach language but also language-learning strategies which will produce independent learners. Since the strategies are taught to students, they will never be in doubt about what the strategies are, where, and when they can be used, and how they are used.

  Here the researcher tries to provide reading materials which offer the opportunity to promote reading strategies. Besides, the materials are interesting for the students and appropriate for their language level. Hopefully the materials can help the students to minimize their weaknesses that impede them in comprehending their reading such as the lack of background knowledge, problem with words recognition, difficulties with language system, etc.

  It becomes general opinion that English should be taught as early as possible so that the students can have a better acquisition of English. It is just the same as the researcher‟s belief that language-learning strategies should be taught as early as possible so that the students can have better language skills. It becomes the thought of designing the materials for SMP (Sekolah Menengah Pertama) or Junior High School students. The earliest age in which language strategies can be taught is around 11-12. As it is said by Piaget (as cited by Woolfolk, 1995: 33) development which can support them to learn about language learning strategies since they have already had the capacity to use hypotheses and abstract thinking.

B. Problem Formulation

  From the background, the researcher formulates the problems as follows:

  1. How is a set of English supplementary reading materials using Strategies- Based Instruction for grade VIII students of SMP N 1 Mungkid designed?

  2. What does a set of English supplementary reading materials using Strategies- Based Instruction for grade VIII students of SMP N 1 Mungkid look like?

  C. Problem Limitation

  To limit the scope in order to be specific, this research focuses on designing a set of English supplementary materials using Strategies-Based Instruction (SBI) for grade VIII students of SMP N 1 Mungkid. The researcher also referred to 2006 curriculum for SMP (Sekolah Menengah Pertama) that will influence the goal of the designed materials. The materials are aimed to add or complete the existing materials. The materials emphasize on the enhancement of students independence in learning English especially reading.

  D. Research Objectives

  This research aims to:

1. Find out how a set of English supplementary reading materials using

2. Present a set of English supplementary reading materials using Strategies- Based Instruction for grade VIII of SMP N 1 Mungkid.

E. Research Benefits

  The researcher hopes that the result of this research can be beneficial for teachers, students and material designers. The benefits could be clarified as follows:

  1. For teachers: From this research, teachers who are interested to improve their students‟ reading skills and language proficiency may use various activities to teach language learning strategies especially reading strategies in reading class.

  2. For students: Strategy Instructions in the materials of this research can improve students‟ comprehension and efficiency in reading. By using strategies, students will read in the way that strategic readers do.

  For materials designers: 3.

  From this research, material designers will enrich their creativity and knowledge in designing English instructional materials especially reading materials.

F. Definition of Terms

  Some terms will be mostly used in this thesis. Therefore, it is necessary to

  1. Reading According to Anderson as edited by Nunan (2003:68) “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning”. Walter (2004: 49) defines reading as constructing meaning trough an active process of students‟ thinking, reasoning, and applying strategies. Reading in this study is defined as the process of receiving and interpreting information from a text by applying reader‟s skills and strategies.

2. Comprehension In this study, the term „comprehension‟ refers to reading comprehension.

  Grabe & Stoller (2002: 17) said, reading comprehension means “…the ability to understand information in a text and interpret it appropriately”. In this study, comprehension is defined as how much a reader can get the information from a text and understand it.

  3. Strategies-Based Instruction According to Cohen (1998: 81) “Strategies-based instruction (SBI) is a learner-centered approach to teaching that extends classroom strategy training to include both explicit and implicit integration of strategies into the course content.” It is also known as learner strategy training which is defined by Freeman as (2000:160) “training students in the use of learning strategies in order to improve their learning effectiveness.” In this study, strategies-based instruction is defined as classroom instructions directed at learners in the use of language learning strategies.

  4. Strategies In this study the term „strategies‟ refers to language learning strategies or learner‟s strategy especially reading strategies. Anderson as edited by Nunan

  (2003: 77) writes “Strategies can be defined as conscious actions that learners take to achieve desired goals or objective,…” Cohen (1998: 68) also uses the element of consciousness as he says “Language learning strategies are the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language.” In this study “strategies” is defined as learning processes which are consciously taken by learners during language learning to achieve the desired goals in language learning.

  5. Foreign Language, Second Language and Target Language The researcher clarifies the terms Foreign Language (FL), Second

  Language (SL), and Target language (TG) used in study. Cohen (1998: 4) writes: Technically, learning a second language means that the language being learned is that which is spoken in the community in which it is being learned, while a foreign language is not spoken in the local community. The term target language simply refers to that language being learned, whether as a second or foreign language. This study focuses on English as a foreign language teaching and learning. In this study, the terms foreign language, second language and target language are used interchangeably without contrasting the meaning. The same as Cohen (1998: 4), the researcher uses the term Second Language as it serves “as the generic term used to refer to both second and fo reign language learning.”

  6. 2006 Curriculum 2006 curriculum is the latest curriculum proposed by Indonesian government.

CHAPTER II THEORETICAL REVIEW This chapter presents the theories that underlie this research. The purpose

  of this chapter is to get the understanding of what the basic principles of the research are, so that the problems stated in the previous chapter can be answered.

  There are two parts of this chapter i.e. theoretical description and theoretical framework. In the theoretical description, the researcher presents some theories related to this study, they are: the theory of reading, the teaching of reading, Strategies-Based Instruction, integrating Strategies-Based Instruction into the reading materials, 2006 curriculum, grade VIII students of Junior High School and instructional design model. Meanwhile, in theoretical framework, the researcher discusses the relation among the concepts stated before as the basis of designing a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N I Mungkid.

A. Theoretical Description

  This section presents related theories that support this research. There are seven areas discussed, namely, the theory of reading, the teaching of reading, Strategies-Based Instruction, integrating Strategies-Based Instruction into the reading materials, 2006 curriculum, grade VIII students of Junior High School, and instructional design model.

1. The Theory of Reading

  This part discusses reading definition, reading purposes, reading comprehension, types of reading text, and reading skills and strategies.

a. Reading Definition

  To discuss reading, it is important to begin with the definition of the concept. Wallace (1992: 2) says “… reading itself will mean different things in different contexts,…”. Wallace gives some illustration how reading can mean different things in different context. The three of the illustrations are as the following: If a patient who is having a sight test reads a list of words, reading at this situation means identifying the words; if a moslem reads aloud the Koran he may probably just relate the written symbols to sound without knowing the meaning; if a reader reads an instruction or procedure in order to be able to take some action as a result, reading means interpreting. Thus, reading definitions have a relationship with the reader‟s purpose, whether it is to identify the words, decode the text, or relate the written symbols to sound or understand the text (Wallace, 1992: 3).

  Reading as interpreting the text can be an appropriate definition in the context of language learning or any other subjects since the purpose is to comprehend the text. Reading as interpreting according to Wallace (1992: 4) is “… reacting to a written text as a piece of communication; in other words, we assume some communicative intent on the writer‟s part which the reader has some purpose in attempting to understand.” In reading, there is an interaction between the writer and the reader in which the reader creates meaning of the text by interpreting it.

  Reading in a Foreign Language is different from reading in L1. To interpret or understand a text in an FL, FL students need skills and strategies.

  Their reading should be in a fluent process to become fluent readers. According to Anderson edited by Nunan (2003: 68), “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.” He also presents a figure as a representation or the definition of reading:

  Fluency Strategies

Reading

The Reader

  The Text

Figure 2.1 Definition of Reading

  (Anderson edited by Nunan, 2003:68) The figure shows the overlapping circles among strategies, fluency, the reader, the text, and reading. The intersection shown in the figure represents reading.

  Walter (2004: 49) defines reading as constructing meaning trough an active process of students‟ thinking, reasoning, and applying strategies. There are similarities between the definition given by Anderson and the definition given by Walter. Fluent process in And erson‟s reading definition can be similar to active process in Walter‟s reading definition. In both definitions, applying strategies is

b. Reading Purposes

  At least a reader has one purpose in his/her reading. Usually the reading purpose is influenced by its setting. Not only in academic setting, in everyday life such as at home, in the street, in a market or in a public transportation, people do a lot of readings. In academic setting, readers sometimes read complex texts with the purpose of synthesizing the information. In everyday life, people read signs in the street to get the right direction, and at home, people read newspapers or magazines to be entertained or to use the information for a certain purpose.

  To mention about reading purposes, it can be referred to the seven main headings of reading purposes classified by Grabe and Stoller (2002: 12), they are: reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write (or search for information needed for writing), reading to critique texts and reading for general comprehension.

  In the context of reading in FL or L2, reading purposes can also be classified into three kinds of purposes as written by Wallace (1992: 65-69). Those purposes are:

  1. Reading for Specific Purposes Learners of ESP (English for Specific Purposes) and EAP (English for

  Academic Purposes) usually read texts from particular content areas such as engineering or medicine. As a result, their purpose becomes specific too, that is to

  2. Reading for General Purpose Every EFL learner whether they are learners of ESP or not, they still need and want to be general readers. As general readers, they probably read many kinds of text types with various topics.

  3. Reading for Pleasure in the Second Language Different reader can have different choices of reading for pleasure in a second language or a Foreign Language according to their interest.

c. Reading Comprehension It is often agreed that the main goal of reading is comprehension.

  Comprehension is also often connected to understanding about the information from written texts. Since comprehension is considered as a major importance in reading, many efforts are taken by readers when they do not understand the texts such as re-reading it and looking up unfamiliar words in the dictionary.

  Comprehension is more complex than just understanding a text or interpreting a text appropriately. Grabe and Stoller (2002: 17) write that there are 10 processes involved in fluent reading comprehension as a set of necessary processes of reading comprehension. They write, fluent reading is: 1) A rapid process: It must occur rapidly in almost purposeful context so that the other processes will actively arise.

  2) An efficient process: there should be an efficient combination among

  3) An interactive process: Various processes are conducted simultaneously and the linguistic information from the text interacts with information activated by the reader from long term memory, as background knowledge. 4) A strategic process: In order to be fluent, a reader needs to be strategic. 5) A flexible process: To be strategic, a reader should be able to read flexibly in line with changing purposes and the ongoing monitoring of comprehension.

  6) An evaluating process: A reader must evaluate the text whether it is appropriate with the purpose for reading.

  7) A purposeful process: Reading is purposeful not only based on differing reading purposes but also individual purpose or task, whether imposed internally or externally. 8) A comprehending process: Understanding a text is the purpose of reading. 9) A learning process: Through reading, students can learn new information. 10) A linguistic process: It makes little sense to discuss or interpret a text without engaging with it linguistically.

  However, comprehension “can never be fully achieved” (Urquhart and Weir, 1998: 88). Urquhart and Weir‟s reason why it can never be fully achieved is that readers can never be sure that they “have totally entered the writer‟s mind”.

  Moreover, not all readings attempt to recover carefully author‟s meaning such as skimming and scanning. There are also various level of comprehension which are influenced by the reader‟s background knowledge, goals, interaction with the writer, etc (Urquhart and Weir, 1998: 88).

d. Types of Reading text

  Types of reading text are usually called genres. A definition of a genre given by Wallace (1992:145) is “…a text-type which has a distinctive form and content and which is socioculturally recognizable as serving a particular function, for example „short story‟, „business‟ letter‟, „theater program‟.” Discussing kinds of text are not only restricted to the discussion of literary forms such as novel, short story or poem. It also can be extended to describe other types of text, such as from the definition above it is said that business letter and theater program are also the examples of genres. The other examples are menu, shopping list, recipe, advertisements, etc.

  Gerot and Wignel (1994) link the notions „genre‟ and „grammar‟. They present 14 genres namely: spoof/recount, recounts, reports, analytical exposition, news item, anecdote, narrative, procedure, description, hortatory exposition, explanation, discussion, reviews and commentary. According to them, genres are typified by social function, generic (schematic) structure, and significant lexicogrammatical features. Texts of different genres build up meaning through grammar in different ways. For example, Recounts which retell events tend to use past tense and focus on specific participants (Gerot and Wignell, 1994: 194). On the other hand, Reports which describe the way things are, tend to use simple present tense and focus on generic participants (Gerot and Wignell, 1994: 196).

e. Reading Skills and Strategies

  According to Grabe and Stoller (2002:17), “Strategies, for definitional purpose, are best defined as abilities that are potentially open to conscious reflection and use.” When reading strategies are a set of abilities under conscious control of the reader, reading skills are automatic (Anderson as edited by Nunan, 2003; Grabe and Stoller, 2002 ). The connection between strategies and skills can be like what Grabe and Stoller say that (2202:16) “… strategies are skills under consideration.”

  There are different strategies of reading for different situations (Wallace, 1992: 57). The strategies a reader chooses will depend on the purpose for reading.

  For example, he might be reading for enjoyment, information, or to complete a task. If he is exploring or reviewing, he might skim his reading. If he is searching for information, he might scan for particular words. Depending on the purpose of reading, the type of the text, and the context of situation, a reader sometimes needs to adjust his/her reading strategies.

2. The Teaching of Reading

  FL or L2 learners must be learners who have learned to read in one language. This part will discuss principles for teaching reading and stages in teaching reading which can be used by teachers to teach learners who are already literate in at least one other language or first language and are learning how to read in an L2 or an FL.

a. Principles for Teaching Reading

  To be successful in teaching reading in an FL, an FL teacher should adapt the principles for teaching reading. Anderson (as edited by Nunan, 2003) offers good Principles for teaching reading. According to him there are eight principles for teaching reading:

1) Exploit the reader‟s background knowledge

  Because background knowledge can influence reading comprehension, it is important to activate students‟ background knowledge by setting goals, asking questions, making predictions, teaching text structure and so on.