INSTRUCTIONAL DESIGN FOR THE TEACHING OF READING SKILL TO THE EIGHT GRADE STUDENTS OF SMP MUHAMMADIYAH 7 SURAKARTA: A Instructional Design for the Teaching of Reading Skill to the Eight Grade Students of SMP Muhammadiyah 7 Surakarta: A Naturalistic Study
INSTRUCTIONAL DESIGN FOR THE TEACHING OF READING SKILL TO THE
EIGHT GRADE STUDENTS OF SMP MUHAMMADIYAH 7 SURAKARTA: A
NATURALISTIC STUDY IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
Proposed by:
Listiyo Wakidatu Solikah
A320120271
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
SUMMARY
Listiyo Wakidatu Solikah. A320120271. INSTRUCTIONAL DESIGN FOR
THE TEACHING OF READING SKILL TO THE EIGHT GRADE
STUDENTS
OF
SMP
MUHAMMADIYAH
7
SURAKARTA:
A
NATURALISTIC STUDY IN 2015/2016 ACADEMIC YEAR. Research Paper.
Muhammadiyah University of Surakarta. 2016.
The study is aimed at observing the instructional design for teaching reading
at SMP Muhammadiyah 7 Surakarta. It is conducted to know the instructional design
for the teaching reading at eight grade students in SMP muhammadiyah 7 Surakarta.
The researcher gets the data from event, informant and document. The technique of
collecting data in this research are observation in teaching reading process and
interview the teacher about the instructional design of teaching reading.
The result of this research shows that instructional design is as follows: 1)
learning objective of teaching reading are divided into two. The general learning
objective is based on syllabus and the specific learning objective is based on lesson
plan for the eight grade. 2) Classroom procedure used by the teacher is divided into
three steps namely Exploration, Elaboration and Confirmation in teaching learning
process which the classroom activities are included in them. 3) The teacher used
some techniques in the teaching learning process such as question and answer,
reading aloud, translation, silent reading, giving feedback and summarizing. 4) The
material used by English teacher was generally taken from some sources. The
teacher used textbook as printed material and unprinted materials from slide of
power point which made before teaching in the class and took from the internet or
other resources. 5) The English teacher has complete role in the teaching learning
activities. Teacher’s role in teaching English are as fasilitator, manager, monitor
and evaluator. 6) The student’s role of teaching reading in SMP Muhammadiyah 7
Surakarta was as listener and performer.
Keywords: instructional design, teaching learning process, reading skill.
v
RINGKASAN
Listiyo Wakidatu Solikah. A320120271. INSTRUCTIONAL DESIGN FOR THE
TEACHING OF READING SKILL TO THE EIGHT GRADE STUDENTS OF SMP
MUHAMMADIYAH 7 SURAKARTA: A NATURALISTIC STUDY IN 2015/2016
ACADEMIC YEAR. Research Paper. Muhammadiyah University of Surakarta. 2016.
Penelitian ini bertujuan untuk mengamati instructional design untuk mengajar
membaca di SMP Muhammadiyah 7 Surakarta. Hal ini dilakukan untuk mengetahui desain
pembelajaran untuk mengajar membaca pada siswa kelas di SMP muhammadiyah 7
Surakarta. Peneliti ini mendapatkan data dari kegiatan, informan dan dokumen. Teknik
pengumpulan data dalam penelitian ini adalah observasi dalam proses mengajar membaca
dan wawancara guru tentang instructional design pengajaran membaca. Hasil penelitian ini
menunjukkan bahwa instructional design adalah sebagai berikut: 1) tujuan pembelajaran
pengajaran membaca dibagi menjadi dua. Tujuan pembelajaran umum didasarkan pada
silabus dan tujuan pembelajaran tertentu berdasarkan rencana pelajaran untuk kelas delapan.
2) Prosedur Kelas yang digunakan oleh guru dibagi menjadi tiga tahap yaitu Eksplorasi,
Elaborasi dan Konfirmasi dalam proses belajar mengajar yang kegiatan kelas termasuk di
dalamnya. 3) Guru menggunakan beberapa teknik dalam proses belajar mengajar seperti
tanya jawab, membaca dengan suara keras, terjemahan, membaca dalam hati, memberikan
umpan balik dan meringkas. 4) Bahan yang digunakan oleh guru bahasa Inggris umumnya
diambil dari beberapa sumber. Guru menggunakan buku sebagai bahan cetak dan tidak cetak
dari slide power point yang dibuat sebelum pembelajaran di kelas yang diambil dari internet
dan sumber lainnya. 5) Guru Bahasa Inggris memiliki peran lengkap dalam kegiatan belajar
mengajar. Peran guru dalam mengajar bahasa Inggris adalah sebagai fasilitator, manajer,
memantau dan evaluator. 6) Peran siswa dari pembelajaran membaca di SMP
Muhammadiyah 7 Surakarta adalah sebagai pendengar dan pemain.
Keywords: Instructional Design, Proses Belajar Mengajar, Ketrampilan Membaca.
vi
MOTTO
Nothing is impossible, the word itself says 'I'm possible'!
(Audrey Hepburn)
Best thing I ever did was believe in me.
(The Writer)
vii
DEDICATION
I gratefully dedicate this research paper to:
•
My dearest father, “Samto Winarno Paiman”, and mother, “Suparni”,
•
My beloved sister “Tofa Nur Janatin”,
•
My beloved brothers “Suyanto and Edik Prasetyo”,
•
My consultants and lecturers, and
•
All my families, friends, and readers.
viii
ACKNOWLEDGMENT
Assalamu’alaikum Wr. Wb
Alhamdulillahirabil’alamin, praise and gratitude to the Most Gracious and
Most Merciful, Alloh SWT for the blessing to the writer in accomplishing this
research paper, entitled “Instructional Design for the Teaching of Reading Skill to
the Eight Grade Students of SMP Muhammadiyah 7 Surakarta in 2015/2016
Academic Year”. This is one of the requirements for getting Bachelor degree in
English Department of Muhammadiyah University of Surakarta. Praising is also
given to our prophet Muhammad SAW, peace be upon him, a glory person who
gives his blessing to his masses in the next day.
The writer would like to express her deepest gratitude to the people who have
ever helped her in getting through this research paper by their support, advice,
guidance, and even criticism. They are:
1. Prof. Dr. Harun Joko Prayitno, M. Hum, Dean of School of Teacher Training
and Education Muhammadiyah University of Surakarta who has given the
legalization towards her research paper,
2. Mauly Halwat Hikmat, Ph. D, Head of English Education Department and as
examiner who has corrected this research paper and complete with correct
language,
3. Prof. Dr. Endang Fauziati, M. Hum, as first consultant who has guided her
with great advice, her valuable time correcting this research paper, and useful
criticism,
ix
4. Siti Fatimah S. Pd M. Hum, the second consultant who has given the
researcher permission to conduct the research and who has given her some
corrections, help to complete her research paper with a correct language,
5.
Giri Lumakto S. Pd, as the academic advisor of class G’12. Her thanks for his
guidance and kindness,
6. All the lecturers of English Department of UMS. Thanks for the knowledge
and the guidance for the past four years,
7. Bambang Condro H, S.Pd, as headmaster of SMP Muhammadiyah 7 Surakarta
for giving information and allowing the writer to take research,
8. Fitri Hermawati SS, as the English teachers at SMP Muhammadiyah 7
Surakarta for giving information and allowing the writer to observe the teaching
learning process,
9. Librarians of UMS for their helps in providing the reference books,
10. Her great father Mr. Samto Winarno Paiman and the beloved mother Mrs.
Suparni for guarding with tremendous love, care, support, and continue prayer
to finish this research paper,
11. Her beloved sister, Topa Nur Janatin and my brothers Suyanto and Edik
Prasetyo, who always gives advice, support, and care,
12. Her friends Nanik, Fasih, Linda, Martyastuti, Dimas , Syamsul , Fahmi,
Dhinar, Lanjar, Sahid, Said, Zainal, Rais, for their support and cares, “thanks
for being my best friend. It is always amazing to be with you all”,
13. Her friends in English Education Department Students Organization ’12 and,
x
14. Those who cannot be mentioned one in favor of supporting the writer in
accomplishing the research paper.
The writer realizes that this research paper is still far for being perfect. So the
writer welcomes any constructive comment, criticism, and suggestion from anyone.
Finally, she hopes that this research paper would help the other researchers who are
interested in studying implementation of KTSP curriculum and enrich the readers
knowledge.
Wassalamu’alaikum Warahmatullohi Wabarokatuh.
Surakarta, March 28, 2016
Listiyo Wakidatu Solikah
xi
TABLE OF CONTENT
page
COVER ........................................................................................................................ i
APPROVAL................................................................................................................. ii
ACCEPTENCE ............................................................................................................ iii
TESTIMONY............................................................................................................... iv
SUMMARY ................................................................................................................. v
RINGKASAN .............................................................................................................. vi
MOTTO ....................................................................................................................... vii
DEDICATION ............................................................................................................. viii
ACKNOWLEDGMENT .............................................................................................. ix
TABLE OF CONTENT ............................................................................................... xii
CHAPTER I
: INTRODUCTION ............................................................................. 1
A. Background of the Study.................. ............................................. 1
B. Problem Statement ........................................................................ 4
C. Objective of the Study ….. ........................................................... 4
D. Limitation of the Study.................................................................. 4
E. Benefit of the Study…….. ............................................................. 5
F. Research Paper Organization ........................................................ 5
CHAPTER II : REVIEW OF RELATED LITERATURE ........................................ 7
A. Previous Study..................................... ....................................... 7
B. Theoritical Review ...................................................................... 14
1. The Notion of Instructional Design ..................................... 14
2. The Component of Instructional Design .............................. 15
xii
a. Learning Objective ...................................................... 15
b. Classroom Procedure ................................................... 16
c. Classroom Technique .................................................. 19
d. Instructional Material .................................................. 23
e. Teacher Role................................................................ 25
f. Student Role ................................................................ 28
CHAPTER III : RESEARCH METHOD ................................................................... 28
A. Type of the Research................................................................... 29
B. Setting of the Study ..................................................................... 30
C. Subject of the Research ............................................................... 30
D. Object of the Research ................................................................ 30
E. Data and Data Source .................................................................. 31
F. Method of Collecting Data .......................................................... 32
G. Technique for Analyzing Data .................................................... 33
CHAPTER IV : RESEARCH FINDING AND DISCUSSION.................................. 34
A. Research Findings ....................................................................... 34
1. Learning Objective............................................................... 34
2. Classroom Procedure ........................................................... 36
3. Classroom Technique........................................................... 39
4. Instructional Materials ......................................................... 46
5. Teacher Roles....................................................................... 49
6. Learner Roles ....................................................................... 55
B. Discussion of Research Finding .................................................. 58
1. Learning Objectives ............................................................. 58
2. Classroom Procedure ........................................................... 60
3. Classroom Technique........................................................... 61
4. Instructional Material ........................................................... 62
5. Teacher Roles....................................................................... 63
6. Learner Roles ....................................................................... 64
xiii
CHAPTER V : CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION................................................................................... 71
A. Conclusion .................................................................................. 71
B. Pedagogical Implication .............................................................. 72
C. Suggestion ................................................................................... 73
BIBLIOGRAPHY
APPENDIX
xiv
EIGHT GRADE STUDENTS OF SMP MUHAMMADIYAH 7 SURAKARTA: A
NATURALISTIC STUDY IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
Proposed by:
Listiyo Wakidatu Solikah
A320120271
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
SUMMARY
Listiyo Wakidatu Solikah. A320120271. INSTRUCTIONAL DESIGN FOR
THE TEACHING OF READING SKILL TO THE EIGHT GRADE
STUDENTS
OF
SMP
MUHAMMADIYAH
7
SURAKARTA:
A
NATURALISTIC STUDY IN 2015/2016 ACADEMIC YEAR. Research Paper.
Muhammadiyah University of Surakarta. 2016.
The study is aimed at observing the instructional design for teaching reading
at SMP Muhammadiyah 7 Surakarta. It is conducted to know the instructional design
for the teaching reading at eight grade students in SMP muhammadiyah 7 Surakarta.
The researcher gets the data from event, informant and document. The technique of
collecting data in this research are observation in teaching reading process and
interview the teacher about the instructional design of teaching reading.
The result of this research shows that instructional design is as follows: 1)
learning objective of teaching reading are divided into two. The general learning
objective is based on syllabus and the specific learning objective is based on lesson
plan for the eight grade. 2) Classroom procedure used by the teacher is divided into
three steps namely Exploration, Elaboration and Confirmation in teaching learning
process which the classroom activities are included in them. 3) The teacher used
some techniques in the teaching learning process such as question and answer,
reading aloud, translation, silent reading, giving feedback and summarizing. 4) The
material used by English teacher was generally taken from some sources. The
teacher used textbook as printed material and unprinted materials from slide of
power point which made before teaching in the class and took from the internet or
other resources. 5) The English teacher has complete role in the teaching learning
activities. Teacher’s role in teaching English are as fasilitator, manager, monitor
and evaluator. 6) The student’s role of teaching reading in SMP Muhammadiyah 7
Surakarta was as listener and performer.
Keywords: instructional design, teaching learning process, reading skill.
v
RINGKASAN
Listiyo Wakidatu Solikah. A320120271. INSTRUCTIONAL DESIGN FOR THE
TEACHING OF READING SKILL TO THE EIGHT GRADE STUDENTS OF SMP
MUHAMMADIYAH 7 SURAKARTA: A NATURALISTIC STUDY IN 2015/2016
ACADEMIC YEAR. Research Paper. Muhammadiyah University of Surakarta. 2016.
Penelitian ini bertujuan untuk mengamati instructional design untuk mengajar
membaca di SMP Muhammadiyah 7 Surakarta. Hal ini dilakukan untuk mengetahui desain
pembelajaran untuk mengajar membaca pada siswa kelas di SMP muhammadiyah 7
Surakarta. Peneliti ini mendapatkan data dari kegiatan, informan dan dokumen. Teknik
pengumpulan data dalam penelitian ini adalah observasi dalam proses mengajar membaca
dan wawancara guru tentang instructional design pengajaran membaca. Hasil penelitian ini
menunjukkan bahwa instructional design adalah sebagai berikut: 1) tujuan pembelajaran
pengajaran membaca dibagi menjadi dua. Tujuan pembelajaran umum didasarkan pada
silabus dan tujuan pembelajaran tertentu berdasarkan rencana pelajaran untuk kelas delapan.
2) Prosedur Kelas yang digunakan oleh guru dibagi menjadi tiga tahap yaitu Eksplorasi,
Elaborasi dan Konfirmasi dalam proses belajar mengajar yang kegiatan kelas termasuk di
dalamnya. 3) Guru menggunakan beberapa teknik dalam proses belajar mengajar seperti
tanya jawab, membaca dengan suara keras, terjemahan, membaca dalam hati, memberikan
umpan balik dan meringkas. 4) Bahan yang digunakan oleh guru bahasa Inggris umumnya
diambil dari beberapa sumber. Guru menggunakan buku sebagai bahan cetak dan tidak cetak
dari slide power point yang dibuat sebelum pembelajaran di kelas yang diambil dari internet
dan sumber lainnya. 5) Guru Bahasa Inggris memiliki peran lengkap dalam kegiatan belajar
mengajar. Peran guru dalam mengajar bahasa Inggris adalah sebagai fasilitator, manajer,
memantau dan evaluator. 6) Peran siswa dari pembelajaran membaca di SMP
Muhammadiyah 7 Surakarta adalah sebagai pendengar dan pemain.
Keywords: Instructional Design, Proses Belajar Mengajar, Ketrampilan Membaca.
vi
MOTTO
Nothing is impossible, the word itself says 'I'm possible'!
(Audrey Hepburn)
Best thing I ever did was believe in me.
(The Writer)
vii
DEDICATION
I gratefully dedicate this research paper to:
•
My dearest father, “Samto Winarno Paiman”, and mother, “Suparni”,
•
My beloved sister “Tofa Nur Janatin”,
•
My beloved brothers “Suyanto and Edik Prasetyo”,
•
My consultants and lecturers, and
•
All my families, friends, and readers.
viii
ACKNOWLEDGMENT
Assalamu’alaikum Wr. Wb
Alhamdulillahirabil’alamin, praise and gratitude to the Most Gracious and
Most Merciful, Alloh SWT for the blessing to the writer in accomplishing this
research paper, entitled “Instructional Design for the Teaching of Reading Skill to
the Eight Grade Students of SMP Muhammadiyah 7 Surakarta in 2015/2016
Academic Year”. This is one of the requirements for getting Bachelor degree in
English Department of Muhammadiyah University of Surakarta. Praising is also
given to our prophet Muhammad SAW, peace be upon him, a glory person who
gives his blessing to his masses in the next day.
The writer would like to express her deepest gratitude to the people who have
ever helped her in getting through this research paper by their support, advice,
guidance, and even criticism. They are:
1. Prof. Dr. Harun Joko Prayitno, M. Hum, Dean of School of Teacher Training
and Education Muhammadiyah University of Surakarta who has given the
legalization towards her research paper,
2. Mauly Halwat Hikmat, Ph. D, Head of English Education Department and as
examiner who has corrected this research paper and complete with correct
language,
3. Prof. Dr. Endang Fauziati, M. Hum, as first consultant who has guided her
with great advice, her valuable time correcting this research paper, and useful
criticism,
ix
4. Siti Fatimah S. Pd M. Hum, the second consultant who has given the
researcher permission to conduct the research and who has given her some
corrections, help to complete her research paper with a correct language,
5.
Giri Lumakto S. Pd, as the academic advisor of class G’12. Her thanks for his
guidance and kindness,
6. All the lecturers of English Department of UMS. Thanks for the knowledge
and the guidance for the past four years,
7. Bambang Condro H, S.Pd, as headmaster of SMP Muhammadiyah 7 Surakarta
for giving information and allowing the writer to take research,
8. Fitri Hermawati SS, as the English teachers at SMP Muhammadiyah 7
Surakarta for giving information and allowing the writer to observe the teaching
learning process,
9. Librarians of UMS for their helps in providing the reference books,
10. Her great father Mr. Samto Winarno Paiman and the beloved mother Mrs.
Suparni for guarding with tremendous love, care, support, and continue prayer
to finish this research paper,
11. Her beloved sister, Topa Nur Janatin and my brothers Suyanto and Edik
Prasetyo, who always gives advice, support, and care,
12. Her friends Nanik, Fasih, Linda, Martyastuti, Dimas , Syamsul , Fahmi,
Dhinar, Lanjar, Sahid, Said, Zainal, Rais, for their support and cares, “thanks
for being my best friend. It is always amazing to be with you all”,
13. Her friends in English Education Department Students Organization ’12 and,
x
14. Those who cannot be mentioned one in favor of supporting the writer in
accomplishing the research paper.
The writer realizes that this research paper is still far for being perfect. So the
writer welcomes any constructive comment, criticism, and suggestion from anyone.
Finally, she hopes that this research paper would help the other researchers who are
interested in studying implementation of KTSP curriculum and enrich the readers
knowledge.
Wassalamu’alaikum Warahmatullohi Wabarokatuh.
Surakarta, March 28, 2016
Listiyo Wakidatu Solikah
xi
TABLE OF CONTENT
page
COVER ........................................................................................................................ i
APPROVAL................................................................................................................. ii
ACCEPTENCE ............................................................................................................ iii
TESTIMONY............................................................................................................... iv
SUMMARY ................................................................................................................. v
RINGKASAN .............................................................................................................. vi
MOTTO ....................................................................................................................... vii
DEDICATION ............................................................................................................. viii
ACKNOWLEDGMENT .............................................................................................. ix
TABLE OF CONTENT ............................................................................................... xii
CHAPTER I
: INTRODUCTION ............................................................................. 1
A. Background of the Study.................. ............................................. 1
B. Problem Statement ........................................................................ 4
C. Objective of the Study ….. ........................................................... 4
D. Limitation of the Study.................................................................. 4
E. Benefit of the Study…….. ............................................................. 5
F. Research Paper Organization ........................................................ 5
CHAPTER II : REVIEW OF RELATED LITERATURE ........................................ 7
A. Previous Study..................................... ....................................... 7
B. Theoritical Review ...................................................................... 14
1. The Notion of Instructional Design ..................................... 14
2. The Component of Instructional Design .............................. 15
xii
a. Learning Objective ...................................................... 15
b. Classroom Procedure ................................................... 16
c. Classroom Technique .................................................. 19
d. Instructional Material .................................................. 23
e. Teacher Role................................................................ 25
f. Student Role ................................................................ 28
CHAPTER III : RESEARCH METHOD ................................................................... 28
A. Type of the Research................................................................... 29
B. Setting of the Study ..................................................................... 30
C. Subject of the Research ............................................................... 30
D. Object of the Research ................................................................ 30
E. Data and Data Source .................................................................. 31
F. Method of Collecting Data .......................................................... 32
G. Technique for Analyzing Data .................................................... 33
CHAPTER IV : RESEARCH FINDING AND DISCUSSION.................................. 34
A. Research Findings ....................................................................... 34
1. Learning Objective............................................................... 34
2. Classroom Procedure ........................................................... 36
3. Classroom Technique........................................................... 39
4. Instructional Materials ......................................................... 46
5. Teacher Roles....................................................................... 49
6. Learner Roles ....................................................................... 55
B. Discussion of Research Finding .................................................. 58
1. Learning Objectives ............................................................. 58
2. Classroom Procedure ........................................................... 60
3. Classroom Technique........................................................... 61
4. Instructional Material ........................................................... 62
5. Teacher Roles....................................................................... 63
6. Learner Roles ....................................................................... 64
xiii
CHAPTER V : CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION................................................................................... 71
A. Conclusion .................................................................................. 71
B. Pedagogical Implication .............................................................. 72
C. Suggestion ................................................................................... 73
BIBLIOGRAPHY
APPENDIX
xiv