A set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman - USD Repository

  

A SET OF SUPPLEMENTARY READING MATERIALS USING FABLES

FOR THE FIRST GRADE STUDENTS OF SMP N 3 SLEMAN

A T h e s i s

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Eva Priscilia Sitompul

  Student Number: 001214137

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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  THE STORY OF YOUR LIFE ( Anonymous) D on't say you're not import ant , I t simply isn't t rue, T he f act t hat you were born, I s proof , God has a plan f or you. T he pat h may seem unclear right now, But one day you will see, T hat all t hat came bef ore, Was t ruly meant t o be. God wrot e t he book t hat is your lif e, T hat 's all you need t o know. Each day t hat you are living, Was writ t en long ago. God only writ es best sellers, So be proud of who you are, Your charact er is import ant , I n t his book you are t he "St ar". Enjoy t he novel as it reads, I t will st and t hroughout t he ages, Savor each chapt er as you go, T aking t ime t o t urn t he pages. L if e is like a river. L et it carry you, not knowing where it will t ake you, and you will journey t o amazing places; O r, st ay on t he shore, knowing f or sure where you will be, and you will go nowhere. I dedicate this thesis to

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ACKNOWLEDGEMENTS

  There is no greater love that has been given to me except that from Jesus

  

Christ who arts in Heaven. His love and grace, I believe, will always accompany me

wherever and whenever I need them.

  My sincere gratitude goes to Drs. YB. Gunawan, M.A., my Major Sponsor, for his willingness and patience to guide me in writing this thesis. I thank him for his support, suggestions, and advice so that I could finish my thesis. My sincere gratitude also goes to Made Frida Yulia, S.Pd., M.Pd., my Co-Sponsor, for her kindness and patience to hear my stories and to share her ideas into my thesis. I thank her for her careful corrections and suggestions. I am really glad to have them.

  I am also indebted to the English Education lecturers , secretariat staff and

  

librarians who have helped and served me the best they can do. The knowledge I

  gained until today could not be substituted with anything. They really are the best people in their fields.

  I would like to thank my great parents, ( V) Papa Tompul and Mama

  

Elvira, for their endless love, prayer, patience and support. I thank them for always

  asking me to finish my thesis as soon as possible. Without their support I could not finish this thesis.

  My sweetest thank goes to my sister, Vani, and my brother, Shandi who always accompany me. I thank them for their support, stories and laughter which set

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  My deepest appreciation goes to my beloved hasian, Soripada Hutabarat,

  

S.E., who will always be a part of my life. He has been teaching me the meaning of

  honest and true love. He makes me so special and meaningful. All I want to say is

  “Ai na holong do roha’ku tu ho pariban hasian”

  My thankfulness goes to Dodo , who has made my dream come true. I thank him so much for illustrating the fables. Without his help, this thesis does not mean anything.

  A special thank goes to my best friend, Rosalia Listyaningsih, S.H. I thank her for wonderful times we have shared so far, especially the moments that we had during our teenage time. I will not forget every single crazy thing we experienced together.

  I would also like to thank ALPHA English Course big family. My special gratitude goes to Dra. Sri Joeliantini, who has been teaching me how to be not only a good English teacher but also a good person in the universe. I thank her for the chances she gave me to develop both my teaching skill and my managerial skill. My big thanks also go to my best team work, Ms Yo, Ms Eva, Ms Yen, Mbak Indah,

  

Mbak Ajeng, Lita, Prima, Dian, and Clara. I thank all of them for the ‘red light’ as

their support for me to finish the thesis as soon as possible.

  Eva Priscilia Sitompul

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TABLE OF CONTENTS

  Page TITLE PAGE ………………..…………………………………………...... i APPROVAL PAGES ……………………………………...………………. ii DEDICATION PAGE ………..………………………………………..…... iv STATEMENT OF WORK’S ORIGINALITY …………………………….. v STATEMENT OF PUBLICITY ….…………………………………..……. vi ACKNOWLEDGEMENTS ……………………………………………....... vii TABLE OF CONTENTS …………..………………………………………. ix LIST OF TABLES ………………………………………………………….. xiii LIST OF FIGURES ……………………………………………………...… xiv ABSTRACT ……………………………………………………………….. xv

  ABSTRAK

  ........................................................................................................ xvi

  CHAPTER I INTRODUCTION ………………………………………....... 1

  a. Background of the Study ……………………………………….….. 1

  b. Problem Identification ……………..………………………............. 5

  c. Problem Limitation ………………………………………………… 5

  d. Problem Formulation ……………………………………………….. 6

  e. Objectives of the Study …………………………………………….. 6

  f. Benefits of the Study ……………………………………...………... 7

  g. Definition of Terms ………………………………………………… 7

  CHAPTER II LITERATURE REVIEW ………………………………....... 10 A. Theoretical Description ……………………………………………. 10

  c. The Goals and Functions ………………………………....... 26

  3. Development of Preliminary Form of Product ………………….. 38

  2. Planning …………………………………………………………. 37

  1. Research and Information Collecting …………………………… 36

  CHAPTER III METHODOLOGY ……………………………………….. 35 A. Research Method ……………………………………………..……. 35

  B. Theoretical Framework ……………………………………………. 30

  6. The Curriculum in School Level ……………………………….. 28

  d. The Scope ………………………………………………...... 26

  b. The Definition ……………………………………………… 26

  1. Overviews on the Nature of Reading …………………………… 10

  a. The Rationale ………………………………………………. 25

  5. The Competence-Based Curriculum for Junior High School …. 25

  c. Borich’s Model ……………………………………………. 22

  b. Janice Yalden’s Model ……………………………………. 18

  a. Kemp’s Model ……….....…………………………………. 16

  4. Instructional Design Models …………………………………… 15

  3. Implementing the Theories of Reading to the Developed Materials 14

  2. Teaching Reading ...…………………………………………….. 13

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  5. Main Product Revision …………………………………………. 38

  1. Conducting Needs Survey ……………………………………… 47

  a. Data Presentation …………………………………………… 56

  6. Evaluating the Designed Materials ……………………………. 55

  5. Selecting Teaching – Learning Activities and Resources ……. 55

  4. Listing Subject Content ………………………………………… 54

  3. Specifying Learning Objectives ……………………………….. 52

  2. Formulating Goals, Topics, and General Purposes ……………. 50

  b. The Data of the Interview ………….…………………......... 49

  a. The Data of the Questionnaire …………………………….... 48

  CHAPTER IV RESEARCH RESULTS AND DISCUSSION …………... 47 A. Research Results ………………………………………...………… 47

  B. Research Setting and Subject ……………………………………... 39

  F. Procedures ……………………………………………………..….... 45

  E. Data Analysis Technique ………………………………………..….. 43

  D. Data Collection ……………………………………………………… 42

  2. For the Second Survey …………………………………………... 42

  1. For the First Survey …………………………………………….. 41

  C. Research Instruments …………………………....……………….… 41

  2. Subject ………………………………………..…………………. 40

  1. Setting ………………………………………..…………………. 39

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  7. Making Revision ……………………………………………….. 58

  B. Discussion …………………………………………………………. 59

  C. Materials Presentation …………………………………………..... 66

  CHAPTER V CONCLUSIONS AND SUGGESTIONS ……………….… 68 A. Conclusions …………………………………………………….….. 68 B. Suggestions ………………………………………………................ 69 REFERENCES ….……………………………………………………......... 71 APPENDICES ……………………………………………………………..... 74 Appendix 1: A Letter of Permission …………………………………….. 75 Appendix 2: Interview Questions ………………………………………... 77 Appendix 3: The Questionnaire ………………………………………….. 79 Appendix 4: The Results of the Interview ………………………………. 82 Appendix 5: The Results of the Questionnaire …………………………… 85 Appendix 6: The General Description …………………………………… 88 Appendix 7: The Evaluation Questionnaire ……………………………… 91 Appendix 8: The Lesson Pla n ……………………………………………. 94 Appendix 9: The Designed Materials ……………………………………. 100

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LIST OF TABLES

  Table 1 The Standard Competence for Grade Seven ………………………. 30 Table 2 The Description of the Respondents ………………………………. 41 Table 3 The Sample of Descriptive Statistics ……………………………… 45 Table 4 Personal Information of the Respondents (Needs Analysis) ……… 48 Table 5 Personal Information of the Respondents (Interview)…………….. 50 Table 6 The Bas ic Competence ………………………….………………… 52 Table 7 The Descriptive Statistics of the Materials Evaluation Survey …… 59

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LIST OF FIGURES

  Figure 1 Kemp’s Model of Instructional System ……………………..…… 18 Figure 2 Yalden’s Language Program Development ……………………… 21 Figure 3 Borich’s Stages of the Planning Process ………………………… 25 Figure 4 The Writer’s Adopted Model ……………………………………. 34

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ABSTRACT

Sitompul, Eva Priscilia. 2008. A Set of Supplementary Reading Materials Using

Fables for the First Grade Students of SMP N 3 Sleman. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

  Nowadays, most of the information we need is provided in English. This is because English is an international language spoken by most people in the world. However, Indonesians’ awareness of reading this information is still low; English is rarely used. They prefer to choose information written or spoken in Indonesian. Through this study, the writer attempted to design a set of supplementary English materials using fables to teach reading to the first grade students of SMP N 3 Sleman in order to motivate the students to read English.

  There were two problems analysed in this study. They are: 1) How is a set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman designed? 2) What do the designed set of supplementary reading materials look like?

  In order to answer the first question, the wr iter adopted and modified the three instructional design models from Borich, Kemp and Yalden. The steps involved were conducting a needs analysis, formulating goals, topics and general purposes, specifying learning objectives, listing subject content, selecting teaching – learning activities and instructional resources, evaluating the designed materials and revising them.

  To answer the second question, the writer presented the final version of the designed materials after making some revisions and improvements of the designed materials from the evaluation survey. There were eight topics in the designed materials. Each topic covered three phases of reading. The three phases were pre- reading, whilst reading and post-reading. The writer used five points of agreement to assess the respondents’ opinions on the designed materials. The results of the survey were calculated using measures of central tendency. The grand mean of the evaluation of the designed materials was 4.23. This showed that the set of supplementary reading materials for the first grade students of SMP N 3 Sleman was applicable.

  The writer expects that this design will be able to help English teachers of Junior High Schools in giving new reading materials and also help first grade students of Junior High Schools in developing their reading skills.

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ABSTRAK

Sitompul, Eva Priscilia. 2008. A Set of Supplementary Reading Materials Using

Fables for the First Grade Students of SMP N 3 Sleman. Yogyakarta: Program

Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Saat ini banyak informasi yang kita butuhkan tersedia dalam bahasa Inggris. Hal ini karena bahasa Inggris merupakan bahasa internasional yang digunakan oleh sebagian besar masyarakat di dunia. Namun, kesadaran masyarakat Indonesia akan pentingnya membaca informasi berbahasa Inggris masih rendah; bahasa Inggris jarang digunakan. Masyarakat lebih memilih informasi dalam bahasa Indonesia baik lisan maupun tulisan. Melalui studi ini, penulis berusaha untuk merancang satu set materi tambahan untuk pelajaran membaca dengan menggunakan cerita binatang untuk siswa kelas satu Sekolah Menengah Pertama Negeri 3 Sleman yang digunakan untuk memotivasi mereka untuk membaca bahasa Inggris.

  Ada dua masalah yang dianalisa di studi ini: 1) Bagaimanakah satu set materi tambahan untuk pelajaran membaca bahasa Inggris dengan menggunakan cerita binatang untuk siswa kelas satu Sekolah Menengah Pertama Negeri 3 Sleman dirancang? 2) Bagaimanakah bentuk dari satu set materi tambahan untuk pelajaran membaca bahasa Inggris dengan menggunakan cerita binatang?

  Untuk menjawab pertanyaan pertama, penulis mengambil dan memodifikasi tiga model desain instruksional dari Borich, Kemp dan Yalden. Langkah- langkah yang digunakan adalah melaksanakan analisa kebutuhan, merancang tujuan, topik - topik dan tujuan-tujuan umum, menspesifikasikan tujuan-tujuan umum, mendaftar pokok bahasan, menyeleksi kegiatan belajar-mengajar dan sumber-sumber pengajaran, mengevaluasi materi dan memperbaiki materi.

  Untuk menjawab pertanyaan kedua, penulis menampilkan hasil akhir dari desain materi setelah memperbaiki dan menambah beberapa hal dari survey evaluasi. Ada delapan topik pada desain materi ini. Setiap topik terdiri dari tiga fase membaca yaitu kegiatan sebelum membaca (pre-reading), kegiatan membaca (reading) dan kegiatan setelah membaca (post-reading). Penulis menggunakan lima poin persetujuan untuk mendapatkan pendapat-pendapat dari para responden terhadap desain materi. Hasil akhir dari survey tersebut dihitung dengan menggunakan kecenderungan nilai tengah (measures of central tendency). Rata-rata keseluruhan dari evaluasi terhadap desain materi adalah 4.23. Hal ini menunjukkan bahwa satu set materi tambahan untuk pelajaran membaca dengan menggunakan cerita binatang untuk siswa kelas satu Sekolah Menengah Pertama Negeri 3 Sleman dapat dipergunakan.

  Penulis berharap agar desain materi ini dapat membantu para guru bahasa Inggris Sekolah Menengah Pertama dalam memberikan materi membaca yang baru dan juga dapat membantu para siswa kelas satu Sekolah Menengah Pertama dalam mengembangkan keterampilan membaca mereka.

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CHAPTER I INTRODUCTION This chapter is a general description of what the writer will discuss in the

  next chapters. This part consists of background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study and definition of terms.

A. Background of the Study

  English language is considered important as the first foreign language in Indonesia to improve and develop science, technology, art, and culture, and to maintain a relationship with other countries (Depdikbud, 1994: 1). Therefore, English is necessary to be learnt because it becomes an important subject in the curriculum and it helps Indonesian people to follow the growth of the world. To provide Indonesian people with a good understanding of English, the government realize that they should prepare all the aspects which can help the Indonesian people in learning English. The government stipulate that English is taught from the first grade of the elementary school. In this level, English skills are taught in the simplest way, including the reading skill. The reading materials provide the students with a simple story along with some simple comprehension questions.

  Based on the 1994 English syllabus for the Junior High School, reading becomes the most important skill of all to be taught and is given primary stress in

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  2 not capable of reading English texts, let alone using English. This means that the teaching of English in the secondary schools has not been successful.

  Then, in 2001 the government tried to improve the students’ capability of using English by reviewing the 1994 English Curric ulum. The English teaching, consequently, emphasizes the students’ competencies. The basic competency of Junior High School students is mastering the four English language skills which have relevant contexts based on their maturity and interests. Those four language skills are listening, speaking, reading, and writing.

  Reading skill mastery may facilitate the mastery of other language skills. Actually in language teaching process, the four language skills cannot be separated. They should be taught integratively using one of the language skills; in this case reading skill is taught to integrate the other skills. As the basis or the guidance to teach other language skills, however, reading is perhaps the most difficult language skill to teach. Most of the English teachers were accustomed to following certain teaching techniques prescribed in the textbooks. The students may have considered the teaching- learning process boring. Thus, it is hoped that the teachers would avoid this problem. They are expected to present reading materials not in the same way as teachers did in the past without thinking of making some modifications on them, but they must be creative enough to make students enjoy the learning process.

  Adolescents and teenagers today are surrounded by diverse and increasingly complex media, and some will often find classroom materials dull, irrelevant, or both

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  3 materials for the students to read and should also realize what kinds of books that they like. Many people, especially teenagers, like to read fables. They like fables because they consist of animal pictures showing kinds of the characters of the animals. Also, the plot of the story can be seen clearly in order that they can follow the story easily. They can retell the content of the story to others without thinking deeply about it because they understand the story well. In addition, most fables contain other countries’ culture and good moral lessons and that is why, they may learn about others’ culture and develop their personalities after reading fables.

  From this phenomenon, teachers may take some advantages by developing their reading materials using fables. Teachers can create the reading materials in such a way to make the reading activity interesting to do. When students already begin to like English passages, teachers may replace fables with other literary media such as magazines or newspapers. Teachers may also use them as supplementary reading materials depending on the students’ needs and condition. In other words, teachers may or may not use fables in the learning process if the students have been ready to read other English passages.

  By using passages from English fable in which the stories are more interesting and enjoyable, it is easier for the students to understand the materials given because basically they like them. If they like them, they will be highly motivated to read other English passages. The 2000 Instructional Program Outline (2000: 2), known as Garis-garis Besar Program Pengajaran (GBPP), states that

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  4 quality of motivation corresponds with the quality of materials’ importance and students’ learning activities. In other words, materials and learning activities are the most important things for the success of learning. The 2000 Instructional Program Outline (GBPP) also states that in the teaching learning process, language elements which are considered difficult for students can be systematically presented based on the theme (2000: 3). This statement denotes that teachers are free to create their materials based on the students’ ability and needs.

  As what is proposed by Davis (1997) about the area of language instruction, teachers of reading should constantly search for new and innovative materials to enhance learning in the formal classroom environment. Davis believes that other materials should be introduced into the class to expose students, both physically and mentally, to the outside world, particularly in EFL settings where authent ic models are scarce. Therefore, in this design, the writer would like to use fables as the supplementary reading materials in order to develop students’ reading ability. As a result, they would be accustomed to reading English textbooks from the simple to the complicated ones.

  From the explanation above, it can be concluded that most students find problems in understanding English textbooks. One of the problems is that they sometimes feel bored reading passages using formal language because the topics are not interesting and the reading activities are not modified interestingly. Therefore, the writer would design some additional reading materials which are suitable for

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  5 students ’ interest, that is, a set of supplementary English materials using fables to teach reading to the first year students of Junior High School.

  B. Problem Identification

  Since English is used as a foreign language, it is possib le that the students of Junior High School might find difficulties in learning English, especially in reading complicated texts. In addition, they might find reading English texts more complex than learning other English skills because the texts and the provided activities do not build their curiosity. Thus, the teachers of English at Junior High School should find an interesting and comprehensive way to present the reading materials to the students so that they can easily follow the course and improve their reading ability.

  However, most of the students read texts in the textbooks and do the exercises only whe n the teacher asks them to. The texts and the exercises bore them.

  They do not enjoy it and they do not feel motivated in doing the exercises. Therefore, the writer designs these materials to make the reading materials more interesting and to offer a different technique in order to make the students read more texts and enjoy their reading class.

  C. Problem Limitation

  There are some limitations made for the study in order to lead the readers’ focus. First, the discussion is limited to the development of a set of supplementary

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  6 specified for SMP N 3 Sleman, Yogyakarta. Second, the writer focuses only on the reading activity which is considered an uninteresting activity, while in fact, reading should be an important activity in the learning process to acquire other English skills.

  Third, the reading materials which are discussed in this study are only reading materials using fables, not other reading materials. Fourth, the designed materials discussed in this study are merely supplementary reading materials. They are used to add or to complete the existing teaching materials.

  D. Problem Formulation

  The study aims to answer two main questions. They are stated as follows:

  1 How is a set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman designed?

  2 What do the designed set of supplementary reading materials look like?

  E. Objectives of the Study

  The study aims to answer the problems formulated in the problem formulation. They are:

  1. To find out how a set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman is designed.

  2. a. To design a set of supplementary reading materials for the first grade students of SMP N 3 Sleman.

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  b. To present the designed set of supplementary reading materials for the first grade students of SMP N 3 Sleman.

F. Benefits of the Study

  The following explanation is about some benefits that could be obtained from this study.

  1. For the teachers The teacher s may consider these supplementary reading instructional materials as one of the alternatives to help them develo p their creativity in teaching reading.

  2. For the students The design is useful for the first grade students of Junior High School to help them improve their reading ability using the materials developed by the writer.

  3. For other English material designers It is expected that the results of the study could be useful for the Junior High School English material designers. Since this study provides information on a better teaching strategy for the first grade students of Junior High School, it is hoped that the insights they gain may lead them to produce a better result. Furthermore, the study also invites other researchers to conduct a research on verifying the effectiveness of the designed reading materials.

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  8 G. Definition of Terms The following are some significant terms related to the study.

  1. Design Design is the general arrangement or planning. Design is a developed plan to guide educational activity in a situation (Houle, 1978: 230). Then, designing is the same as creating a new set of materials that fits the learning objectives and specific area of particular learning (Hutchinson and Waters, 1994: 106). In this study, designing is intending or setting a set of supplementary reading materials for the first grade students of Junior High School.

  2. Supplementary materials In Webster’s New Word Dictionary, Guralnik (1976: 707) states supplement is “a section added to a book or the like to give additional information, correct errors in the body of the work, etc.” Thus, supplementary materials refer to the materials that are designed to add or complete the existing materials. In this study, the supplementary materials refer to the materials of reading using fables, which are intended to improve students’ reading skill.

  3. Reading There are many definitions of reading. Clark and Silbestain (1988: 15) define reading as “an active cognitive process of interacting with print and monitoring comprehension to establish meaning.” This process produces the ability to understand a passage. The reader is also able to comprehend the passage. In other

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  9 mind. According to Grellet (1981: 7), reading is a constant process of guessing, and what one brings to text is often more important than what one finds in it. The reader sometimes finds some difficult words when he reads the passage. He often guesses the meaning of those difficult words. In Webster’s New World College

  Dictionary

  (1996), it is stated that reading is a particular interpretation or performance, as of something written or composed. Besides, the reader is not only able to know the meaning of the words, but also to interpret the passage. Basically, reading is an active cognitive process of something written or composed. The reader is able to know the meaning of the words by guessing and interpreting.

  4. Fables According to Grolier’s Encyclopedia of Knowledge (1993: 194-195), fable is defined as “a brief tale in which animals or inanimate objects speak and behave like humans, usually to advance a moral point”. In this study fable is written in some paragraphs and in each story there is a moral lesson to be taught in class.

  5. Junior High School In Indonesia, Junior High School is commonly called Sekolah Menengah

  Pertama

  (SMP). It is part of the basic education in Indonesia. Actually the basic education in Indonesia lasts nine (9) years. The first six years take place in the Elementary School, which is called Sekolah Dasar (SD), and the next three years take place in the Junior High School, which is called Sekolah Menengah Pertama

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CHAPTER II LITERATURE REVIEW In this chapter, the writer would like to discuss some theories related to the

  study. In the theoretical description, the writer presents overviews on the nature of reading, teaching reading, implementing the theories of reading to the developed materials, instructional design models, the competence-based curriculum for Junior High School, and the curriculum in school level (KTSP). The second part, theoretical framework, is the guidance for the wr iter in conducting the study.

A. Theoretical Description

  There are six points to be discussed in the theoretical description. They are overviews on the nature of reading, teaching reading, implementing the theories of reading to the developed materials, instructional design models, the competence- based curriculum for Junior High School, and the curriculum in school level (KTSP).

1. Overviews on the Nature of Reading

  Reading is known as one of the four language skills. According to Hafni (1981: 1), language can be viewed from the points of materials, product, and process.

  From the viewpoint of materials, reading is seen as a material in which the author encodes the information to the reader. As a product, reading affects information getting. Reading is considered a process; that is why, there is a transfer of

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  11 Barnitz (1985: 3) states that reading is a complex communication process in which the mind of the readers interacts with the text in a particular setting or context.

  It means that during the reading process readers construct a meaningful representation of text through an interaction of their conceptual and their linguistic knowledge with cues which are in the text. Furthermore, Mitchell (1982: 1) also states that

  Reading can be defined closely as the ability to make sense of written of printed symbols. The reader uses the symbols to guide the recovery of information from his or her me mory and subsequently uses their information to construct a plausible interrogation of the writer’s message.

  Meanwhile, Clark and Silberstein, quoted by Asiyah (2000: 10), describe that reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning. It means that when the readers interact with the print, their prior knowledge is combined with the written information. Then, it will result in the comprehension about the message of the written information.

  Reading is viewed as a two-way process in which the author presents his idea through words, while the readers are reading the printed pages that contain certain ideas and experience the background knowledge that the readers process. ”The author’s socio-cultural, value system, and attitude background are needed to help the readers get something out of the reading” (Widagdo, 1998 : 10). Therefore, moral lessons presented in the fables are learnt in order to shape the readers’ behavior in their society or community.

  Readers and text are two necessary elements involved in reading. Readers

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  12 understand everything in the text. Readers are not passive subjects who can only read letters, words, and sentences without unders tanding the content, but they are active subjects who are able to work on the text and able to come to the understanding without looking at every letter and word (William, 1986: 2). In other words, readers are active subjects who can select and comprehend the information in the text.

  If readers, in this case students, are active subjects, teachers should know what reading materials their students want to read and what is suitable for the students’ level. As what is proposed by Davis (1997) about the area of language instruction, teachers of reading should constantly search for new and innovative materials to enhance learning in the formal classroom environment. A textbook is just a material that has been altered and simplified for the consumption of the learner.

  Davis believes that other materials should be introduced into the class to expose students, both physically and mentally, to the outside world, particularly in EFL settings where authentic models are scarce. Therefore, in this design, the writer would like to use fables as the supplementary reading materials in order to develop students’ reading ability. As a result, they would be accustomed to reading English textbooks from the simple to the complicated ones.

  Since fables are used as the supplementary reading materials in the design, the writer would also like to illustrate the meaning of fables and all of its characteristics. To begin with, a fable means a brief story that conveys some pointed statements of truth. Everything in a fable leads directly to the moral or message

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  13 writer would like the students to learn something from the messages. The lessons would be very useful for them to improve not only their reading skill but also their attitudes in their societies.

  According to Kennedy and Gioia (1999: 5), the characters in a fable may be talking animals, inanimate objects, or people and supernatural beings. However, the characters are not widely developed in a fable because their actions are led to a certain message. By its very bareness and simplicity, fables seem to be designed to teach lessons about human life. It means that fables are read to let the readers understand what the message is. Therefore, the designed materials do not focus on the characters’ development of a story, but they offer some valuable moral lessons to the students.

2. Teaching Reading

  Apart from the vocabulary and language matters, teachers should know that teaching reading is not an easy task. According to Urquhart and Weir (1998: 183), there are three phases, or sometimes called three strategies in teaching reading, which are called pre-reading, whilst reading and post-reading.

  a. Pre-reading strategies According to Pearson and Fielding’s generative learning as quoted by

  Urquhart and Weir (1998: 183), there are two pre-reading strategies, namely previewing and prediction. In Urquhart and Weir’s opinion (1998: 184), previewing