ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS OF SMK BOPKRI 1 YOGYAKARTA A THESIS Presented as Partial Fulfilme nt of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS
OF SMK BOPKRI 1 YOGYAKARTA
A THESIS
Presented as Partial Fulfilme nt of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Katarina Atik Andriyani
Student Number: 031214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS
OF SMK BOPKRI 1 YOGYAKARTA
A THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Katarina Atik Andriyani
Student Number: 031214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Sand and Stone
A story tells that two friends were walking through the desert. During some
point of the journey they had an argument, and one friend slapped the other one
in the face. The one who got slapped was hurt, but without saying anything,
wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE
FACE."They kept on walking until they found an oasis, where they decided to take a
bath. The one, who had been slapped, got stuck in the mire and started
drowning, but the friend saved him. After the friend recovered from the near
drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY
LIFE."The friend who had slapped and saved his best friend asked him, "After I hurt
you, you wrote in the sand and now, you write on a stone, why?"The other friend replied: "When someone hurts us, we should write it down in
sand where winds of forgiveness can erase it away. But, when someone does
something good for us, we must engrave it in stone where no wind can ever erase
it."LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE
YOUR BENEFITS IN STONE (UNKNOWN)I dedicate this thesis to God, my family, my boyfriend, and for my friends
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using .Yogyakarta:
Interactive Models for the Tenth Grade Students of SMK BOPKRI 1 English Language Education Study Program, Sanata Dharma University.
Reading is one of important skills in learning English. In school, reading is used as a media to facilitate teaching learning activities and increase the result of academic learning. In fact, students often find that reading is difficult. Therefore, this study attempts to design reading materials using Interactive Models. Interactive Models combine both bottom-up and top down models. This reading strategy is believed to help the students comprehend reading passages effectively.
This research was conducted to design English Instructional Reading Materials using Interactive Models for the Tenth Grade students of SMK BOPKRI
1 Yogyakarta. There were two problems in this research. The first is how a set of
English Instructional Reading Materials using Interactive Models is designed. The second is what a set of English Instructional Reading Materials using Interactive Models looks like.
To answer the research questions, the researcher adapted Kemp’s Model as the realization of R&D cycle (Research and Development Method). To answer the first research question, the researcher adapted
Kemp’s Model. There were seven steps applied by the researcher. The first step was obtaining learners’ characteristics. The second was formulating goals, topics and general purposes.
The third step was stating the learning objectives. The fourth step was listing the subject contents. The fifth step was selecting teaching learning activities. In this step, the researcher developed the reading materials using Interactive Models. The sixth step was conducting evaluation survey and the last step was revising the materials.
To develop the designed materials, the researcher distributed questionnaire to 71 students of SMK BOPKRI 1 Yogyakarta and interviewed 2 English Teachers of SMK BOPKRI 1 Yogyakarta. After designing the material, the researcher distributed questionnaires to obtain opinions, suggestions and comments from the respondents toward the reading materials. The respondents consisted of two Lecturers of English Language Education Study Program Sanata Dharma University, two English Teachers of SMK BOPKRI 1 Yogyakarta and one English Teacher of SMK N 4 Klaten. Next, after the researcher obtained the evaluation from the respondents, the researcher analyzed the data. The result of the data analysis showed that the designed materials were acceptable since the mean was 3.53 on a scale of 1- 4.
To answer the second research question, the researcher presented the final version of the designed materials. The final versions of the designed materials are presented after making some revisions based on the comments, critics and suggestions from the respondents. The designed materials consisted of eight units. Those eight units were: “My New School”, “Home”, “Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Each unit contains three parts, namely:
Let’s Begin, Let’s Practice, and Let’s Finish the Lesson.
Finally, the researcher hopes that the designed materials will be useful for students to improve their reading skill and for teachers to be applied in teaching learning process, especially to teach reading. The researcher also hopes that the designed materials will inspire other researchers or instructors to develop the designed materials from different point of view.
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ABSTRAK
Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using .Yogyakarta:
Interactive Models for the Tenth Grade Students of SMK BOPKRI 1 Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Membaca (reading) merupakan salah satu keahlian dalam pembelajaran Bahasa Inggris. Di sekolah, reading merupakan salah satu media belajar mengajar untuk meningkatkan nilai akademik. Kenyataanya, siswa seringkali mengalami kesulitan dalam untuk memhami bacaan. Oleh sebab itu, penelitian ini bermaksud untuk merancang seperangkat materi reading dengan menggunakan Interactive
Models. Interactive Models ini merupakan penggabungkan antara bottom-up dan
top down model. Reading strategy ini dipercaya memudahkan siswa dalam memahami bacaan dalam Bahasa Inggris secara efektif.
Penelitian ini dilaksanakan untuk merancang seperangkat materi reading dengan menggunakan Interactive Model untuk siswa kelas sepuluh di SMK Bopkri 1 Yogyakarta. Ada dua masalah yang dibahas dalam studi ini. Pertama, bagaimana seperangkat materi pembelajaran reading dengan menggunakan dirancang. Kedua, bagaimanakah bentuk seperangkat materi
Interactive Model reading tersebut?.
Untuk menjawab pertanyaan tersebut, penulis mengadaptasi Kemp’s model sebagai realisasi dari metode lingkaran R&D (Research and Development). Untuk menjawab pertanyaan pertama, penulis mengadaptasi Kemp’s Model. Ada tujuh langkah yang diterapkan oleh penulis. Langkah pertama adalah mencari karakteristik siswa. Langkah kedua adalah menetapkan topik dan tujuan umum.
Langkah ketiga adalah menentukan tujuan pembelajaran khusus. Langkah keempat adalah merinci isi materi dan langkah kelima adalah memilih kegiatan pembelajaran dan sumbernya. Dalam langkah ini, penulis merancang materi menggunakan Interactive Models. Langkah keenam adalah mengevaluasi
reading materi dan langkah terakhir adalah memperbaiki materi.
Untuk mengembangkan materi yang dirancang, penulis menyebarkan kuesioner kepada 71 siswa SMK BOPKRI 1 Yogyakarta dan mengadakan interview dengan dua guru Bahasa Inggris SMK BOPKRI 1 Yogyakarta. Setelah merancang materi, penulis menyebarkan kuesioner untuk mendapatkan pendapat, saran, dan komentar dari responden. Para responden terdiri dari dua dosen dari jurusan Bahasa Inggris di Universitas Sanata Dharma, dua guru Bahasa Inggris di dan satu guru Bahasa Inggris SMK N 4 Klaten.
SMK BOPKRI 1 Yogyakarta
Setelah penulis mendapatkan evaluasi dari responden, penulis menganalisa data tersebut. Hasil dari data analisis tersebut menunjukkan bahwa materi yang dirancang sesuai dan dapat diterima karena nilai rata-ratanya adalah 3.53 pada skala 1-4.
Untuk mejawab pertanyaan kedua, penulis mempersembahkan versi materi akhir yang telah dirancang. Rancangan materi akhir tersebut dipersembahkan setelah melakukan beberapa revisi berdasarkan pendapat, kritik dan saran dari responden. Rancangan materi tersebut terdiri dari delapan unit. Delapan unit tersebut adalah:
“My New School”, “Home”, “At the Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Setiap unit terdiri dari tiga bagian, yaitu:
Let’s Begin, Let’s Practice, and Let’s Finish the lesson.
Akhirnya, penulis berharap rancangan materi ini dapat berguna bagi para siswa untuk meningkatkan kemampuan mereka dalam reading dan untuk para guru rancangan materi ini dapat diterapkan dalam proses pembelajaran reading. Penulis berharap rencangan materi ini dapat menginspirasi penulis lain dan guru-guru untuk mengembangkan rancangan materi ini dari sisi yang berbeda.
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ACKNOWLEDGEMENTS
First of all, I would like to dedicate my deepest gratitude to my Lord the Almighty for His blessing, greatest love and guidance so that I can accomplish my thesis. Nothing can be true without His desire. People can only try hard to make the best choice for my life.
Second, I would like to address my sincere gratitude to my major sponsor C. Tutyandari, S.Pd., M.Pd., for always guiding and encouraging me with her valuable advice, supports, critics and suggestions in accomplishing my thesis. I also would like to address my deepest gratitude to Ch. Lhaksmita as my co-sponsor for giving me suggestions and advice Anandari, S. Pd., M.Ed. in completing my thesis. Thank you for both of them for helping me accomplishes my thesis. Also, I would like to express my deep gratitude to them for being patient, kind, friendly, nice lecturers for me. I really appreciate their willingness to guide me to solve problems.
I would like to give my sincere gratitude to all lecturers of English Language Education Study Program for teaching me many things during my study here. I would also like to thank my academic advisor Ag. Hardi Prasetyo, S.Pd.,
M.A. for his support and kindness during my study here. I also express my
gratitude to F. Chosa Kastuhandani S.Pd., and Yuseva Ariyani Iswandari, for helping me revise my thesis so that I can accomplish my thesis
S.Pd., M.Ed.
well.
I address my gratitude to the headmaster of SMK BOPKRI 1 Yogyakarta for allowing me to do my research there. I would also like to express my great appreciation to Drs. C. Suprantiyo and Drs. FX. Sri Suwantoro as English teachers of SMK BOPKRI 1 Yogyakarta who help me revise my thesis. I would also express my gratitude to Dra. Indriasrini Listyowati as an English teacher of
SMK N 4 Klaten who helps me revise and evaluate my thesis. I would also like to
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x thank the tenth grade students of SMK BOPKRI 1 Yogyakarta who help me accomplish my thesis. I have spent beautiful moments with them.
My deepest gratitude is addressed to my beloved mother, Ch. Siti
Haryani who always supports and gives me advice for the sake of my life. I really
thank her for every single prayer and sacrifice to make me obtain Sarjana
Pendidikan Degree. She gives me necessary skills to make my life better. I also
address my sincere gratitude to my beloved father, Andreas Suwandi who is always patient every time I cope with problems. I really thank both my beloved parents for their endless love, patience, trust, mental and financial support. I also thank my lovely sister, Yuliana Andriastuti S.E, who is always patient toward my attitude. I really thank for her advice, criticism and financial support.
My special deepest gratitude is addressed to my lovely boyfriend, Indra who helps me make the layout of my designed materials. I
Bayu Perdana R, S.H,
really also thank him for his patience, love, faithfulness, support, prayer, and guidance. He is the greatest inspirations for every single thing I do in my life. He makes my life very colorful and very meaningful. He helps me open my eyes and heart to choose the best thing to get a better life. He is the one who always listens to me when I feel stressed and depressed during the process. He is my savior. I also thank him for very wonderful moments we have spent together.
I would also like to address my sincere gratitude to my best friends,
Melon, Nina, Priska, Kiki, Titik, Urie, Dono, Siwi, Palupi, Upik, Deni, Timur,
for their help, support and prayer. I also thank
Cipok, Gendut, Dudung, Rinma Rika, Wati, Bekti, Didi, Sabrin, Diksa, Janah, In yong, De’na, Nita, and Vina,
for their support and patience. My gratitude also addressed to those whom I cannot mention by names, I would like to thank them for their support, guidance, and encouragement. Thank you all.
Katarina Atik Andriyani
TABLE OF CONTENTS
Page4 D. Research Objectives .............................................................................
9 2. Reading ........................................................................................
8 1. Kemp’s Model ..............................................................................
8 A. Theoretical Description ........................................................................
5 CHAPTER II: LITERATURE REVIEW ...................................................
5 F. Definition of Terms ..............................................................................
4 E. Research Benefits .................................................................................
4 C. Problem Limitation ..............................................................................
TITLE PAGE ............................................................................................ i APPROVAL PAGES ................................................................................. ii DEDICATION PAGE ................................................................................ iv STATEMENT OF WORK’S ORIGINALITY .......................................... v
1 B. Problem Formulation ...........................................................................
1 A. Research Background ..........................................................................
ACKNOWLEDGEMENTS ....................................................................... ix TABLE OF CONTENTS ........................................................................... xi LIST OF FIGURES ................................................................................... xv LIST OF TABLES ..................................................................................... xvi LIST OF APPENDICES ............................................................................ xvii CHAPTER I: INTRODUCTION ................................................................
ABSTRAK ................................................................................................... viii
ABSTRACT ............................................................................................... vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................... vi
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xii
3. Models of Reading Processes .......................................................
14 a. Interactive Models .................................................................
14
b. Bottom
- –up model ................................................................. 16 c. Top down model ....................................................................
18 4. Cloze Procedure ............................................................................
20 a. Fixed-ratio deletion ................................................................
21 b. Rational deletion ....................................................................
21 c. C-test procedure .....................................................................
21 d. Cloze-elide procedure ............................................................
22 5. SMK BOPKRI 1 Yogyakarta .........................................................
22 B. Theoretical Framework ........................................................................
24 CHAPTER III: METHODOLOGY ............................................................
28 A. Research Method .................................................................................
28 1. Conducting Research and Information Collecting ........................
28 a. Collecting Information about the Theories ............................
29 b. Collecting Information about the Learners ............................
29 2. Conducting Planning .....................................................................
30 3. Developing Preliminary Form of Product.....................................
30 4. Conducting Preliminary Field Testing ..........................................
31 5. Presenting Main Product Revision................................................
31 B. Research Participants ...........................................................................
31 1. Conducting Research and Information Collecting ........................
32 2. Conducting Preliminary Field Testing ..........................................
32 C. Research Instruments ...........................................................................
32 1. Interviews ......................................................................................
32 2. Questionnaires...............................................................................
33 D. Data Gathering Techniques ..................................................................
34 E. Data Analysis Techniques ....................................................................
35 1. Interview .......................................................................................
35 2. Questionnaires...............................................................................
35 F. Research Procedures ............................................................................
39 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................
42 A. Conducting Need Survey .....................................................................
42 1. Data Presentation ..........................................................................
42 a. The results of questionnaire for students ...............................
43 b. The result of interview the English teachers ..........................
45
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xiii B. Formulating Goals, Topics, and General Purposes ..............................
47 1. Goals .............................................................................................
48 2. Topics ............................................................................................
48 3. General Purposes ..........................................................................
49 C. Stating the Learning Objectives ...........................................................
49 D. Listing Subject Content .......................................................................
50 1. Pre-reading activity ........................................................................
51 2. Whilst reading activity ...................................................................
51 3. Post reading activity .......................................................................
52 E. Selecting Teaching and Learning Activities and Resources ................
52 F. Conducting Evaluation Survey ............................................................
56 1. The Description of the Respondents .............................................
57 2. Data Presentation ..........................................................................
57 3. Respondents’ comments on the Designed Materials .................... 59 G. Revising the Materials .........................................................................
60
1. Response to the Respondents’ Evaluation .................................... 60
2. The Presentation of the Designed Materials .................................
62 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ..........................
63 A. Conclusion ...........................................................................................
64 B. Suggestions ..........................................................................................
65 REFERENCES ............................................................................................
66 APPENDICES Appendix A: Letters of Permission ............................................................
69 Appendix B: Gambaran Umum Materi ......................................................
72 Appendix C: Questionnaire of Research and Information Collecting for Students ..................................................................................
77 Appendix D: Interview of Research and Information Collecting for Teachers ...........................................................................
80 Appendix E: Questionnaire for Feedback Gathering .................................
82
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xiv Appendix F: Syllabus .................................................................................
89 Appendix G: Lesson Plans .........................................................................
95 Appendix H: Presentation of the Materials ................................................ 120 LIST OF FIGURES Page Figure 2.1 Kemp’s Model of Instructional Development……..………….........
Figure 2.2 Interactive Approach to Reading…………………………….........Figure 2.3 Bottom-up model …………………………………………………...Figure 2.4 Top down model……………………………………………………
Figure 2.5 The Adapted Instructional Design Model.…………………………
Figure 3.1 The Adapted Instructional Design Model …………………………12
15
17
18
27
28 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES Page
48 Table 4.5. General Purposes.............................................................................
58 Table 4.11. The Topics, the Titles, the Sections and Subsections of the Designed Materials .......................................................................
57 Table 4.10. The Results of the Preliminary Field Testing Questionnaire .......
54 Table 4.9. The Description of Preliminary Field testing Respondents ............
53 Table 4.8 Reading Materials Blueprint ...........................................................
49 Table 4.7 The combination of microskills and makroskills criteria.................
49 Table 4.6. Stating the Learning Objectives ......................................................
48 Table 4.4. Topics ..............................................................................................
Table 3.1. T he presentation of assessing respondents’ opinion45 Table 4.3. The Adapted Goals from the syllabus of SMK BOPKRI 1 .............
43 Table 4.2. The Result of Interviewing English Teachers ................................
37 Table 4.1. The Result of Questionnaire for Students ......................................
37 Table 3.3 The format of the presentation of product evaluation results .........
36 Table 3.2 The p resentation of eachers’ opinion about the designed materials ...........................................................
using Likert scale .............................................................................
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LIST OF APPENDICES
Page Appendix A: Letters of Permission .............................................................
69 Appendix B: Gambaran Umum Materi ........................................................
72 Appendix C: Questionnaire of Research and Information Collecting for Students .................................................................................
77 Appendix D: Interview of Research and Information Collecting for Teachers ................................................................................
80 Appendix E: Questionnaire for Feedback Gathering ..............................
82 Appendix F: Syllabus ......................................................................................
89 Appendix G: Lesson Plans ............................................................................
95 Appendix H: Presentation of the Materials ............................................... 120
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CHAPTER I INTRODUCTION This research is intended to design a set of instructional reading materials
using Interactive models. This chapter discusses the research background, problem limitation, problem formulation, research objectives, research benefits, and definitions of terms.
A. Research Background
Reading is one of the most important things to keep up with up-to-date technology and the latest news. People read books, advertisements, newspapers, messages and the like. Therefore, reading becomes a learning media either in schools or outside schools. In other words, reading is needed everywhere. In school, for instance, reading is used as a media to facilitate teaching learning activities or to increase the results of academic learning.
Furthermore, reading gives us several advantages to improve our personal competence. Therefore, we will not be a person who lacks of information.
Reading is very important especially for students to achieve their academic result. However, teachers often find that students have difficulties in reading. Reading often makes students feel so bored and sleepy. Looking from the students‟ behaviour toward reading subject then such question arises. First, why does that kind of situation appear? Second, why do they feel bored or even sleepy when reading in a reading class?
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2 There are some factors influencing the learning process toward reading subject such as reading strategy, vocabularies, passages, types of text, and students‟ self motivation toward reading itself. Those are the factors that play important roles in influencing students‟ difficulties toward reading subject. Based on the researcher‟s experience, when the researcher taught in
Yogyakarta, she found out that it was difficult to teach
SMK BOPKRI 1
reading. The researcher asked the students why they were less motivated primarily in reading subject. As a result, most of them answered that the reading strategy was not interesting.
The most common way to comprehend reading passages is finding difficult vocabulary and searching for the meaning. Therefore, here the researcher is interested in one reading strategy called Interactive Models. Interactive Models combine both bottom up and top down models. Bottom- up model views reading as a process of decoding written symbols into their aural equivalents in a linear fashion (Anderson, as edited by Nunan, 1999). Top-down models views one begins with a set of predictions about the meaning of the text and then selectively samples the text to determine whether or not one‟s predictions are correct (Anderson, as edited by Nunan, 1999). Here, the researcher would like to design a set of reading instructional materials using Interactive Models.
Interactive Models combine both bottom-up and top-down models. Murtagh (1989) stresses that the best second language readers are those who can „efficiently integrate‟ both bottom-up and top-down processes (p. 102).
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3 Furthermore, Nuttal (1996) compares bottom-up processes with the images of a scientist with a magnifying glass or microscope examining all the minute details of some phenomenon while top-down processing is like taking an eagle‟s eye view of a landscape below. Here, bottom-up process is viewed as a process to get meaning by recognizing the printed letters and words, and develop a meaning for a text from the smallest textual unit at the „bottom‟ (letters and words) to larger and larger units at the „top‟ (phrases, and clauses). Top-down process, however, is viewed as an active reading process. The readers are to make predictions and find out the information in which the reader‟s prior knowledge plays a significant role in this process.
Later, both bottom-up and top-down are combined to make the reading process more effective.
Furthermore, the researcher would like to describe how the Interactive Models are implemented. For instance, the teacher gives students a passage and then the teacher provides some questions to develop the students‟ background knowledge which include the important vocabularies from the text. Next, the researcher provides passages with blank words and alphabets of some words are eliminated. Then, the students are to find the missing words and letters, in this case the students apply bottom-up model. In order to find the missing words and letters, the students have to read the complete sentences or the whole passages. Here, the students apply top down model. Therefore, in one passage bottom-up and top down model are combined to make the students understand passages effectively. Looking from the
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4 combination of bottom-up and top-down approach, therefore the researcher would like to design a set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1 .
Yogyakarta B.
Problem Formulation
Considering the research background, the problems are formulated as follows:
1. How is a set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta designed?
2. What does the designed set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1
Yogyakarta look like? C.
Problem Limitation
The focus of this research is on designing a set of instructional reading materials based on Interactive models. This research is limited only to the tenth grade students of SMK BOPKRI 1 Yogyakarta. This research also limits itself only in designing a set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta.
D. Research Objectives This research attempts to answer the problem formulation as follows.
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5
1. To describe how a set of English instructional reading materials for the tenth grade students of SMK BOPKRI 1 Yogyakarta is designed.
2. To present a set of English instructional reading materials for the tenth grade students of SMK BOPKRI 1 Yogyakarta.
E. Research Benefits
This research is intended to give benefits for:
1. English Teachers English teachers of SMK BOPKRI 1 Yogyakarta can use the design to teach their students or as an alternative material to be taught in class.
2. Students The designed materials help the students develop their reading ability.
3. Other researchers They can learn from this thesis how to design a set of English instructional reading materials, how to select materials that match to the needs of the tenth grade students of SMK BOPKRI 1 Yogyakarta and how to reconstruct the materials.
F. Definition of Terms
1. Reading According to Mitchell (1982: 1), reading can be defined as the ability to make sense of written or print symbols. Nunan (1991) said that reading is a fluent process of readers combining information from a text and their
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6 background knowledge to built meaning. In this research, reading means understanding the meaning of texts or passages in which vocabulary and rea der‟s prior knowledge are taken into account.
2. Strategy In th is research, the term „strategy‟ refers to language learning strategy. According to Anderson as edited by Nunan (2003, p.77), strategy can be defined as conscious actions that learners take to achieve desired goals or objectives. In addition, Cohen (1998, p.68) writes language learning strategies are the conscious thoughts and behaviour used by learners with the explicit goals of improving their knowledge and understanding of a target language. In this research, strategy defines as series of actions to achieve particular goal in target language.
3. Interactive models Interactive Models combine bottom-up and top-down model.
Interactive Models combine elements of both bottom-up and top-down model assuming “that a pattern is synthesized based on information proposed simultaneously from several knowledge sources”(Stanovich, 2000). In this research, Interactive Models define as a way to combine vocabularies and reader‟s prior knowledge through reading comprehension.
4. Bottom-up Bottom-up model views reading as a process of decoding written symbols into their aural equivalents in a linear fashion (Anderson, as
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7 edited by Nunan, 1999). Moreover, according to Swaffar (1991), bottom- up model focuses on the surface of language features such as letters, words, and individual sentences in order to understand a reading text. In this research, bottom up model focuses on the surface of language features such as letters, words and individual sentences.
5. Top-down Top-down model views one begins with a set of hypothesis or predictions about the meaning of the text one is about to read and then selectively samples the text to determine whether or not one‟s predictions are correct (Anderson, as edited by Nunan,1999). According to Swaffar (1991), top down model focuses on students‟ background knowledge in order to understand a reading text. In this research, top down model focuses on students‟ background knowledge in order to understand a reading text.
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CHAPTER II THEORETICAL REVIEW This chapter discusses the theories underlying this research. There are two
major points of discussion. The first deals with the theoretical description that covers five m ain points, namely Kemp’s Model, reading works of literature, models of reading processes, and Cloze procedure SMK BOPKRI 1 Yogyakarta.
Second, the researcher describes the theoretical framework employed in designing English instructional reading materials using Interactive Models.
A. Theoretical Description
This part explains the theories relate d to Kemp’s Model, model of reading processes called Interactive Model, reading works of literature, and vocational high scho ol students. The theories related to Kemp’s model help the process of designing materials and providing an illustration of how the instructional materials should be presented. The theories related to reading provide information about the importance of reading skills for the tenth grade students of SMK BOPKRI 1 Yogyakarta. Next, the theories related to the model of reading processes called Interactive Models. This section provides information about what Interactive Model is. Thus, those theories are discussed as follows.
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1. Kemp’s Model
Kemp (1977: 8-9) proposes a program development consisting of eight interdependent elements. These steps of Kemp’s program development are as follows:
a) Formulating goals, topics and general purposes The researcher identifies goals and then lists topic for teaching learning activities. These goals will be derived from three sources: society, students and content areas. Topics are chosen in this research within curriculum areas. For each of these the teacher explicitly expresses the general statements of purposes to achieve goals.
b) Obtaining learner characteristics The researcher identifies the important characteristics of the students for the design. Knowing their characteristics, the teacher must obtain information about capabilities, needs and interests. This information should affect the emphasis on instructional planning, including the determination of topics and the levels at which topics are introduced, the choice of sequencing objectives, the depth of treatments and the variety of learning activities.
c) Stating the learning objectives The researcher identifies the learning objectives to achieve in terms of measurable students’ behaviour outcomes. All objectives must be stated in terms of activities that will best promote learning. Objectives tell the students: what goals they must attain, what ideas
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10 and skills will be included in the next instruction and what type of behaviour will be expected during the evaluation.
d) Listing the subject content The researcher lists the subject content to support specific objectives. It is chosen according to learning objectives. Kemp offers four questions in selecting the subject content: What specifically must be taught or learned in this topic? What facts, concepts, and principles relate to this topic? What steps are involved in necessary procedures relating to this topic? What techniques are required in performing essential skills?
e) Conducting pre-assessment The researcher develops pre- assessment to determine the students’ background knowledge. In order to plan the learning activities, Kemp suggests finding out specifically: to what extent each student has acquired the necessary prerequisites for studying the topic and what the student may have already mastered about the subject to be studied.
f) Selecting teaching learning activities and resources The researcher selects teaching learning methods and instructional resources that will be most appropriate for accomplishing each objective through subject content. Kemp argues that there is no formula for matching activities to objectives. Therefore, the teacher needs to know the strengths and weaknesses of alternative methods and of various materials. They can make their selection in terms of
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11 students’ characteristics and needs that will best serve the objectives they have established.
g) Coordinating support services The researcher coordinates the support services that are required to implement the design plan such as budget, facilities, equipment, and schedules.