DESIGNING READING BLOG FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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  DESIGNING READING BLOG FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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  DESIGNING READING BLOG FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declared that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  th

  Yogyakarta, March 8 , 2011 The writer

  Oliviana 061214152

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  wh Thi my b hose pat

  DEDIC is thesi beloved tience a to the

CATION PA

  is is ded d Papa a and pray e right p

  AGE dicated and Ma ayers ha path d to ama ave led m me PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

  Oliviana. 2011. Designing Reading Blog for the Tenth Grade Students of SMA

  

BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program,

Sanata Dharma University.

  As the technology developed rapidly, the lifestyle people live in is also changing. Internet has become a powerful media for people to fulfil their need of information, socialisation, entertainment, and even education. One medium to teach through internet is by using blog. Seeing this situation, the writer intended to design a reading blog for the tenth grade students of SMA BOPKRI 2

  . Therefore, this study aimed at answering these questions: 1) How is

  Yogyakarta

  the reading blog for tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What does the reading blog for the tenth grade students of SMA BOPKRI 2

  Yogyakarta look like?

  To answer the first question, this study employed the R&D cycle proposed by Borg and Gall. The cycle included five steps. The first step is research and information gathering. The result of this step showed that the tenth grade students of SMA BOPKRI 2 Yogyakarta were lack of interest in English reading activity and using internet as a learning medium was suitable for them. The second step is planning. In this step the writer selected the learning objectives, the contents, and the learning experiences which would be developed in the study. The third step is preliminary form of product development. The reading blog was designed in this step based on the information gathered and the planning from the previous step. The fourth step is preliminary field testing. The result showed that most elements of the materials were well developed except for the layout, teacher’s manual, time allotment, the material’s distinction with classroom materials. The fifth step is main product revision. In this step, the reading blog design was revised based on the result of preliminary field testing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRAK

  Oliviana. 2011. Designing Reading Blog for the Tenth Grade Students of SMA

  

BOPKRI 2 Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas

Sanata Dharma.

  Seiring pesatnya perkembangan teknologi, telah menjadi sebuah media yang berperan penting dalam pemenuhan kebutuhan akan informasi, kegiatan sosialisasi, hiburan, dan bahkan pendidikan. Salah satu media untuk mengajar melalui internet adalah dengan menggunakan blog. Melihat situasi ini, penulis bermaksud merancang sebuah reading blog untuk siswa kelas X (sepuluh) SMA BOPKRI 2 Yogyakarta. Dengan demikian, penelitian ini bertujuan menjawab dua pertanyaan: 1) Bagaimana reading blog untuk siswa kelas X SMA BOPKRI 2 Yogyakarta dirancang? 2) Bagaimana bentuk reading blog untuk siswa kelas X SMA BOPKRI 2 Yogyakarta?

  Untuk menjawab pertanyaan pertama, penelitian ini menggunakan siklus

  R&D oleh Borg dan Gall. Siklus ini terdiri dari lima langkah. Langkah pertama

  adalah penelitian dan pengumpulan informasi. Hasil penelitian menunjukkan siswa kelas X SMA BOPKRI 2 Yogyakarta kurang tertarik dengan kegiatan membaca dalam Bahasa Inggris dan menggunakan internet sebagai media pembelajaran sesuai bagi mereka. Langkah kedua adalah perencanaan. Dalam langkah ini, penulis menentukan tujuan pembelajaran, konten, dan pengalaman pembelajaran yang akan dikembangkan dalam penelitian ini. Langkah ketiga adalah pengembangan bentuk awal produk. Pengembangan reading blog dilaksanakan berdasarkan perencanaan yang dilakukan pada langkah sebelumnya. Langkah keempat adalah pengujian awal di lapangan. Hasil pengujian awal ini menunjukkan sebagian besar elemen dalam rancangan telah dikembangkan dengan baik kecuali tampilan, manual untuk guru, alokasi waktu, dan perbedaan PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Oliviana

  Nomor Mahasiswa : 061214152 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

DESIGNING READING BLOG FOR THE TENTH GRADE STUDENTS

OF SMA BOPKRI 2 YOGYAKARTA

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

  First of all I would like to thank Jesus Christ, my savior, for He has given me abundant blessings and guidance that I could finish this thesis. Without His love and protection, I would not be able to go through it all.

  My sincere gratitude goes to my sponsor, Christina Kristiyani, S.Pd.,

  

M.Pd., for her correction, guidance, and suggestions during my thesis

  accomplishment. I also would thank L. Suharjanto S.J. and C. Tutyandari,

  

S.Pd., M.Pd., for being very kind evaluators. I also send my gratitude to all

lecturers and secretariat staff of English Education Study Program for

  encouraging me to finish this thesis.

  I would like to thank the English teacher of SMA BOPKRI 2 Yogyakarta,

  

Samuel Sunu Nugraha, S.Pd., S.H., M.Hum., for his willingness to help me

  doing the research in SMA BOPKRI 2 Yogyakarta. My gratitude also goes to the

  

staff and students of SMA BOPKRI 2 Yogyakarta for helping me doing my

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Macan. I am truly grateful for the laughs, tears, and affections we shore these

  years. I also thank the Commediend family, Synergy and SLP group members especially Widuri, Guntur, Zita, Ade, and Ceye for motivating me. For the lovely fighters, Tita, Indy, Kajol, and Yoanna, I thank them all for the patience and determination they have taught me. I also would like to send a warm thank to

  

Nonok for her helping advices and to Zhou Jielun for cheering me up with his

brilliant compositions.

  Finally, I would like to thank everyone who has helped me during my study in Sanata Dharma University. May God bless us always.

  Oliviana

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TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………………………… i

  

APPROVAL PAGES …………………………………………………………...... ii

STATEMENT OF WORK’S ORIGINALITY …………………………………... iv

DEDICATION PAGE ..………………………………………..…………………... v

ABSTRACT …………..........…………….……………………………..……….... vi

ABSTRAK …………………………………………………………...…….……… vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK

KEPENTINGAN AKADEMIS ………………………………………..................... viii

ACKNOWLEDGEMENTS …………………………………………………… ix

TABLE OF CONTENTS …………………………………………………...... xi

LIST OF FIGURES ……………………………………………………………. xv

  E. Research Benefits ……………………………………………………….. 5

  F. Definition of Terms ……………………………………………………… 6

  CHAPTER 2: REVIEW OF RELATED LITERATURE A. Theoretical Description ……………………………………...….………... 8

  1. Instructional Design Model ……………………………………………. 8

  a. Kemp’s Instructional Model …………………………………… 8

  b. Taba’s Instructional Model ……………………………………. 12

  2. Theory of Reading …………………………………………………...... 15

  a. Purposes of Reading …………………………………………... 16

  b. Teaching Reading ……………………………………………... 16 1) Basic Principles in Teaching Reading ……………………….. 17 2) Characteristics of an Effective Reading Program in the Content Area ………………………………………………………... 17 3) Comprehension Strategies …………………………………… 18 4) Vocabulary in Reading ………………………………………. 19

  3. School Based Curriculum ………………………………………………. 19

  4. Blogs …………………………………………………………………... 21 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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  2. Planning ……………………………………………………………….. 32

  

3. Develop Preliminary Form of Product ………………………………... 32

  4. Preliminary Field Testing ……………………………………………... 32

  5. Main Product Revision ………………………………………………... 33

  B. Research Respondents …………………………………………………… 33

  1. Research and Information Collecting …………………………………. 33

  2. Preliminary Field Testing ……………………………………………... 34

  C. Research Instruments …………………………………………………….. 34

  1. Research and Information Collecting …………………………………. 35

  2. Preliminary Field Testing ……………………………………………... 36

  D. Data Gathering Techniques ……………………………………………… 36

  E. Data Analysis Techniques ………………………………………………... 37

  1. Research and Information Collecting …………………………………. 37

  2. Preliminary Field Testing ……………………………………………... 37

  F. Research Procedure ………………………………………………………. 39

  1. Research and Information Collecting …………………………………. 39

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  3. Develop Preliminary Form of Product …………………………………. 52

  4. Preliminary Field Testing ……………………..………………………... 53

  5. Main Product Revision …………………………………………………. 56

  

B. The Designed Reading Blog .…………………………………………………... 57

  1. The Reading Materials ………………………………………………….. 58

  2. The Blog’s Description …………………………………………………. 59

  CHAPTER 5: CONCLUSIONS AND SUGGESTIONS A. Conclusions …………………………………………………………………….. 61

B. Suggestions …………………………………………………………………….. 63

REFERENCES ……………………………………………………………………. 65

APPENDICES……………………………………………………………………... 68

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LIST OF FIGURES

Figure 2.1 The Basic Features of a Blog ………………………………………… 22Figure 4.1 Features of the Designed Blog ………………………………………… 60

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LIST OF TABLES

Table 3.1 Degree of Agreement ………………………………………………….. 38Table 3.2 The Percentage of Respondents’ Opinion (Blank) ………….………….. 38Table 4.1 Topics, Competency Standard, and Basic Competence ……………...… 47Table 4.2 Topics and Time Allocation ………………………………………….… 48Table 4.3 Topics, Theme, and Subject Contents ……………………………..…… 49Table 4.4 Topics and Indicators ………………………………………………...…. 50Table 4.5 The Result of Preliminary Field Testing (Part I) ……………………..… 54

  

LIST OF APPENDICES

Appendices …………………………………………………………...……………. 68

Appendix A ………………………………………………………………………... 69

  Letter of Permission from Dinas Pendidikan ……………………………... 70 Letter of Official Statement from SMA BOPKRI 2 Yogyakarta………….... 71

Appendix B ………………………………………………………………………... 72

Questionnaire of Research and Information Collecting …………………... 73

  Questionnaire of Preliminary Field Testing ………………………………. 79

Appendix C …………………………………………………………………….…. 81

The Result of Research and Information Collecting ……………………… 82 The Result of Preliminary Field Testing ……………………………...…... 89

  

Appendix D ………………………………………………………………………... 92

Syllabus ……………………………………………………………………. 93 Lesson Plans …………………………………………………………….... 114

Appendix E ……………………………………………………………………...... 126

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CHAPTER 1 INTRODUCTION This chapter reveals the reasons why this research was conducted, the

  problems to answer through the research, the objectives of this research, the problem limitations in this research, the benefits of the research, and the definition of terms which are used in this research.

A. Research Background

  As the technology developed rapidly, Internet has become a powerful medium for people to fulfil their need of information, socialisation, entertainment, and even education. In the book “Information and Communication Technology in Education”, UNESCO stated that Information and Communication Technology is a part of the core of education, alongside reading, writing, and numeracy (UNESCO, 2002: 1). Educational institutions and teachers all over the world have

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  2  

  Blog is “a web-based space for writing where all the writing and editing of information is managed through a web browser and is immediately and publicly available on the internet” (Godwin, 2003). Even though the use of blogs in education, particularly in language learning, is still novel and there have not been many formal studies done on this topic (Zhang, 2009), the studies showed positive results. A study conducted by Oravec (2003) showed that the production of weblogs motivates students to read, write, and research in class as well as out-of- class. Some other studies also mentioned the effectiveness of using blogs in language teaching contexts, for example in English as Second Language writing, freshman college composition class, and high-intermediate Japanese language class in the United States (Iida, 2009).

  According to Teeler and Gray (2000: 81), a web-based material brings many advantages to the learners. It may “not replace the classroom or the teacher

• – or in fact, any of other classroom tools that are currently in use – but as a source of material, an instrument for real communication, a supply of internationalism

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  3   use of photos, illustrations and graphics from the web. Similarly, the teachers can also download materials to use with their classes, download texts from the web to replace in their course book to base their own materials on or for the learners to use for extensive reading, supplement their lessons by referring the students to relevant websites for follow up work, and put supplementary materials on the web for their students to do after their course has finished.

  In this study, the writer designed a reading blog for the tenth grade students of SMA BOPKRI 2 Yogyakarta. SMA BOPKRI 2 Yogyakarta is an example of a school which is suitable to use blog for the learning activities. Firstly, the school provides internet connection for free which the teachers and students can use to support learning activities. This way, the students are able to access the blog for free at school. Secondly, the teachers support the use of internet in learning activities because the students are more motivated when they have to use internet. Based on this condition, the writer chose SMA BOPKRI 2 Yogyakarta.

  Reading skill was chosen to be developed in this study because of the

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  4   the primary means for independent learning, which will be useful when the students are studying in the university.

  Therefore, providing a reading blog for the students of SMA BOPKRI 2

  

Yogyakarta was an effective way to raise the students’ interest in English reading

  activity. Since the main function of the reading blog was as a learning medium outside the school time, the reading blog was designed as a supplementary material. Thus, the students would have a medium to practice their English reading skill outside the lesson at school.

B. Problem Formulation

  In order to address the background above, this study would answer the following questions.

  1. How is the reading blog for tenth grade students of SMA BOPKRI 2

  Yogyakarta designed?

  2. What does the reading blog for tenth grade students of SMA BOPKRI 2

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  5   (Kurikulum Tingkat Satuan Pendidikan, commonly abbreviated into KTSP) as the basis for the materials development.

  D. Research Objectives The objectives of this research are as follows.

  1. To design a reading blog for the tenth grade students of SMA BOPKRI 2

  Yogyakarta

  2. To present a reading blog for the tenth grade students of SMA BOPKRI 2

  Yogyakarta

  E. Research Benefits

  The result of this research is expected to be beneficial for:

  1. The students of SMA BOPKRI 2 Yogyakarta Even though it was targeted to the tenth grade students of SMA BOPKRI 2

  

Yogyakarta , the blog is applicable for students in higher grades. For the tenth

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  6   assignments, and anything the teachers have posted in if the teachers use the blog themselves to teach English.

  3. Other researchers The result of this research might help other researchers who are interested in a similar topic or in the same field of research.

F. Definition of Terms

  1. Blog or Weblog Originally, the word ‘blog’ derived from ‘weblog.’ However, through its development, the name has been abbreviated into ‘blog.’ According to Barger

  (1999), “a weblog is a webpage where a weblogger (sometimes called a blogger, or a pre-surfer) 'logs' all the other webpages she finds interesting.” Thus, in a blog, people can post anything. While according to Godwin (2003), “A weblog is a web-based space for writing where all the writing and editing of information is managed through a web browser and is immediately and publicly available on the

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  7   to decode the text; that is to read aloud. The last stage, reading is the ability to understand what is read.

  In accordance to Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum, the meaning of reading ability is to comprehend meanings in short functional essays and simple essays in forms of recount, narrative, and procedure texts in daily life context.

  3. Tenth Grade Students of SMA BOPKRI 2 Yogyakarta Tenth grade students are students of high school with age range around 15 years old. They are categorized as adult learners. In his book, Dean (2004) mentioned some criteria to define the word ‘adult.’ To say that someone is an adult, the things should be considered are physical development and maturity, legal-age definition, and the social roles which expected to be played by adults.

  This study involved tenth grade students of SMA BOPKRI 2 Yogyakarta as participants, since the reading blog is designed for them. The participants were randomly chosen.

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CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter reveals the literature related to the study, which is divided

  into two parts. The first part is theoretical description and the second is theoretical framework.

A. Theoretical Description

  This part discusses more deeply about the key points used in the study which include the Instructional Design Model, Theory of Reading, School Based Curriculum, Blogs, and Materials Adaptation.

1. Instructional Design Model

  In designing the reading blog, the writer adapted two instructional models by Kemp and Taba. The instructional design models are important since they give

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  9   1) Considering goals and listing topics

  This stage includes identifying goals, selecting topics, and listing general purposes. Goal has the broadest scope, it is what the learners are expected to achieve at the very end of the learning process. Meanwhile, the scope of topic is in the course program, it is the basis for the instruction. Topics are sequenced according to a logical organization, knowledge and skills learners have acquired previously, and according to subject preferences or teaching experiences of the teachers. 2) Enumerating the important characteristics of the learners for whom the instruction is to be designed

  There are some factors needed to take into account: learners’ academic and social factors, learning conditions, and learning styles. Learning conditions are groups of factors that can affect the learners in learning process, including physical, emotional, sociological environments, and the learners’ physiological makeup. Learning styles are how each person learns effectively using their own

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  10   are closely related in the way that one objective can involve learning in two or more domains, and attitudinal development may precede successful learning the other domains.

  4) Listing the subject content that supports each objective This stage comprises the selection and organizing of the specific knowledge, skills, and attitudinal factors of any topic. Although subject contents can be organized in various ways (from simple to complex, concrete to abstract, specific to general –or vice versa, etc.), it is possible to choose and order them according to the general purpose of the instruction. 5) Developing pre-assessments to determine the student’s background through a prerequisite test and to present level of knowledge about the topic through a pre-test The results of pre-requisite test can be viewed as an indicator showing the students’ readiness in learning a topic concerning their previous knowledge.

  Meanwhile, the result of pre-test shows the students’ familiarity to the present

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  11  

  a) Pre-learning preparation: students should have satisfactorily achieved the learning that is prerequisite to the lesson.

  b) Motivation: various learning experiences encouraged the students.

  c) Individual differences: learning experiences should enable the students to learn at their own paces and on their own levels of ability.

  d) Instructional conditions: clearly-stated and carefully-sequenced objectives lead to successful learning.

  e) Active participation: students should be directed systematically to participation activities.

  f) Successful achievement: learning must be structured in such a way that the student is mentally challenged and frequently successful.

  g) Knowledge of result: motivation for learning can be increased when students are informed of how well they are doing during the course of a lesson.

  h) Practice: teaching-learning activities should provide opportunities for the

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  12  

  Similar to the selection of teacher and student activities, the selection of supporting materials can also motivate students and effectively explain and illustrate subject content. The media should be presented appropriately and be able to communicate content or provide student experiences, in terms of an objective within a chosen teaching-learning pattern. 7) Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. These factors are important because without their existence, the plan will be limited. 8) Evaluating students’ learning in terms of their accomplishment of objectives with a view to revising and re-evaluating any phases of the plan that need improvement The evaluation can be conducted through written, performance, or media-based tests. A formative evaluation is conducted to know whether or not the program has successfully obtained the objectives. It takes place during development and tryouts. On the other hand, a summative evaluation is concerned with

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  13   1) Diagnosing needs The purpose of this stage is to analyze problems, conditions, and difficulties in order to generate new emphasis and ideas about the curriculum. It is done by mixing together the existing and the new information to create a new approach or to fulfil the needs.

  2) Formulating specific objectives In this stage, the general objectives of the school are translated into more specific objectives as what the results of need diagnosis indicated. It is important to recognize that in planning specific objectives not all objectives are equally achievable in every unit.

  3) Selection of content The content selection is conducted in accordance to the need analysis results and the objectives formulated in the previous step. This stage is divided into three parts. The first is selecting topic. The nature of the topics or units within a course determines the scope of the study, how to organize the content, and also

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  14   apply the knowledge. The contents are organized to enable the students achieve the objectives, not the content mastery. It is also necessary to organize content based on what content need more attention based on the need diagnosis because it affects the content development and learning experience.

  5) Selecting learning experiences Contents are not enough to achieve the objectives, the students need learning experiences or activities to support the effort. It is important to create effective learning activities which are able to serve multiple objectives. In doing so, it is important to consider whether or not the activities are (1) appropriate for learning the main ideas and for the maturity level, (2) effective and efficient, and (3) promote active learning. The learning experiences should be various and represent the process of thinking and learning. 6) Organizing Learning Experiences

  An adequate learning experience is not merely an inductively ordered activities but it is organized appropriately to attain concepts and attitudes as well:

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  15   in which students draw conclusions. Finally, learning experience is ended with applying, assessing, and evaluating what have been learned.

  7) Evaluating Evaluation consists of determining the objectives, the diagnosis, or the establishment of baselines for learning and appraising progress and changes.

  8) Checking for balance and sequence After the outline is completed in writing, it necessary to check the over-all consistency among its parts to minimizes flaws in the plan itself. Evaluations in other aspects are also important: an evaluation of time allocation, a check to whether the organization is sufficiently open-ended to provide alternatives both for content detail to be used and for ways of learning to allow for special needs, and practical considerations to make sure the plan can be applied at any school circumstances.

2. Theory of Reading

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  16   Not only reading bases the synthesis and critical thinking, it also promotes independent learning.

a. Purposes for Reading

  Wallace explained (1992: 6) three purposes of reading. The first is reading for survival. ‘Survival reading’ is a kind of reading in order to fulfil immediate needs, for example the sign ‘exit’ for a tourist. The second is reading for learning. This kind of reading does not have to be related to school. The main point is that reading extends the reader’s knowledge. The third is reading for pleasure.

  Different from ‘survival reading’ which helps people to deal with their environment, and ‘reading for learning’ which has clear objectives – to gain knowledge, reading for pleasure is done merely to the readers’ liking.

  Grabe and Stoller (2001: 187) stated that people read for various purposes such as to get the main idea and to locate specific information. However, commonly people read to learn information, to get general comprehension, and for pleasure. Grabe and Stoller explained that English for Academic Purposes (EAP)

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1) Basic Principles in Teaching Reading

  Cushenbery (1985: 3) proposed nine principles of teaching reading. These aspects are important for teachers since the principles affect their perspectives in lesson planning, giving time allotment for teaching reading skills, and in positioning reading in the curriculum. This study adopted four out of nine principles.

  a) In developing a meaningful program of content area reading instruction, the teacher needs to keep in mind that students have various learning modalities which are preferred for mastering various reading skills.

  b) The reading curriculum should be broadly based and include such important areas as word attack, comprehension, vocabulary, and study skills.

  c) There is no one method of teaching reading which is totally sufficient to meet the needs of all students.

  d) Finally, one of the most basic principles of the reading curriculum is to be sure that all curricular activities are directed toward the fact that all reading

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  18  

  a) Every teacher needs to understand that a program of developmental, corrective, and remedial reading instruction must be a part of the total instructional plans.

  b) To meet the reading needs of all students in the content area, a large number of diverse and interesting reading materials must be utilized.

3) Comprehension Strategies

  As quoted by Ambruster and Osborn (2002), the National Panel Report defined comprehension strategies as “specific procedures that guide students to become aware of how well they are comprehending as they attempt to read and write” (Ambruster and Osborn, 2002: 69). The strategies are retelling, drawing inferences, getting the main idea, summarizing, and visualizing. These strategies are best used in classroom reading activities. Since the reading materials designed in this study will be used not for classroom activities, the writer used two out of five strategies.

  a) Drawing inferences. Drawing inferences can be done in two ways. First, readers deduce relationships among the ideas in a text. Second, they use their

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  19   expository texts because the important information is seen through text structures. Text structure is effectively taught using visualizations such as maps.

4) Vocabulary in Reading Vocabulary mastery or word recognition skill in reading is important.

  According to Stanovich, “Skill at word recognition is so central to the reading process that it can serve as a proxy diagnostic tool for instructional methods” (Stanovich, 1950: 208). It is possible for learners to have adequate word recognition skill and poor comprehension abilities but not the reverse. It had been proved that inadequate word recognition skill led to learners’ difficulties in developing reading comprehension abilities and the language use (Stanovich, 1950: 208, Nation, 1990: 2).

  I.S.P. Nation proposed two approaches to vocabulary learning, direct and indirect vocabulary learning. The direct vocabulary learning forces learners to focus on the words while the indirect vocabulary learning focuses on other features. The vocabulary exercises in the designed materials used direct

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  20   2007/2008. The implementation of KTSP is based on Undang Undang No 20

  

Tahun 2003 about National Education System and Peraturan Pemerintah

Republik Indonesia No 19 Tahun 2005 about National Education Standard.

  

Peraturan Pemerintah Republik Indonesia No 19 Tahun 2005 mentions some

  standards which are the minimum criteria of education system in the entire Republic of Indonesia. The national education standards include the content standard, process standard, graduates Competence standard, teachers standard, facilities standard, and management standard.

  To form the syllabus, each school in Indonesia has to refer to Peraturan

  

Menteri Pendidikan Nasional No 22 Tahun 2006 about Content Standard (Standar

Isi ), Peraturan Menteri Pendidikan Nasional No 23 Tahun 2006 about

  Competence Standard (Standar Kompetensi), and Peraturan Menteri Pendidikan Nasional No 24 Tahun 2006 about the implementation.

  According to KTSP , English literacy consists of several levels. They are Performative, Functional, Informational, and Epistemic level. In Performative

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  21   Informational literacy, (2) be aware of the nature and the importance of English to level up the nation’s competitive ability in the global world, and (3) to expand students’ understanding about the connection between language and culture.