DESIGNING A SET OF READING MATERIALS USING CONSTRUCTIVIST LEARNING FOR LANGUAGE PROGRAM STUDENTS YEAR XI IN SMA STELLA DUCE 1 YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Langu

  

DESIGNING A SET OF READING MATERIALS

USING CONSTRUCTIVIST LEARNING

FOR LANGUAGE PROGRAM STUDENTS YEAR XI

  

IN SMA STELLA DUCE 1 YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Monika Dini Kurniasari

  Student Number: 031214015

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

  

DESIGNING A SET OF READING MATERIALS

USING CONSTRUCTIVIST LEARNING

FOR LANGUAGE PROGRAM STUDENTS YEAR XI

  

IN SMA STELLA DUCE 1 YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Monika Dini Kurniasari

  Student Number: 031214015

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

PAGE OF DEDICATION

  “ To my beloved Parents , for their endless love, supports, and understandings ”

  

ACKNOWLEDGEMENTS

  First of all, I would like to thank to Jesus Christ for His love, guidance, and blessings during the writing of this thesis.

  There were also several people who had contributed a lot to the writing of this thesis. It gives me a real pleasure to acknowledge their help.

  I really indebted to Yohana Veniranda, S.Pd., M.Hum., as my major sponsor, and to my co-sponsor, Ch. Lhaksmita Anandari, S.Pd., M.Ed., for their love, guidance, comments, advice, support, criticisms, and patience, so that finally this thesis could be finished.

  A special appreciation goes to V. Triprihatmini, S.Pd., M.Hum., as the guest examiner, for her comments, advice, and criticisms, so that the writer could make the final version of this thesis.

  I would like to give my appreciation to Sr. Petra, CB, S.Pd., as the principal in SMA Stella Duce 1 Yogyakarta, and Drs. Y. Yanie Lishartanto, as vice principal in SMA Stella Duce 1 Yogyakarta, for giving me a chance to do the research in SMA Stella Duce 1 Yogyakarta.

  A special appreciation goes to Th. Indriati, S.Pd., as my sponsor in SMA Stella Duce 1 Yogyakarta. I would also thank to E. Fransiska Setyawati

  

Gunawan, S.Pd., Sweet Suzi Maria, S.Pd., MV. Kaprista Sutikno, S.Pd., and

Yohanes De Britto Johny Hartono, S.S., for their comments, support and

  guidance during the field test of the designed materials. Moreover, I also thank to

  

Language Program Students Year XI in SMA Stella Duce 1 Yogyakarta, for

  their comments, considerations, and ideas so that the needs analysis could be done

  I would also thank to Drs. Pius Nurwidasa Prihatin, M.Ed. and G.

  

Punto Aji, S.Pd., M.Hum., as the expert respondents, their criticisms were

valuable in preparing the final version of the designed materials.

  My greatest appreciation goes, as always, to my beloved parents, Herman

  

Budi Susetyo and YC. Sri Suwarni, who always share their endless love, caring,

  and support. I really appreciate for everything that they have given to me. To my lovely sister, Nathalia Nindi Kristianingrum, thank you so much for your love, support, and caring.

  My deepest appreciation goes to my beloved soulmate, Bramasto Adhy

  

Henryanto, for his support, understanding, and most of all for his accompaniment

in tears and joys.

  A special thanks goes to my consultants, Lintang, Nita and Ratri, for their comments, guidance, and support.

  Special thanks also go to Ipad, Layung, Titien, Ayu, Yessy, and

  

Miertha, for their friendship, supports, and valuable experiences that have been

shared together. May our friendship last forever.

  I would also thank to all of my friends in English Education Study Program of Sanata Dharma University, especially class A year 2003, for their craziness and support.

  I would also thank to Mba Dani and Mbak Tari, for their kindness, understanding and support. May both of both of them always bless with health and spirits to do the work.

  Finally, to the people that are probably not mentioned here, for their time and willingness to help me in doing this thesis.

  

TABLE OF CONTENTS

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

  

ABSTRAK ...................................................................................................... xvi

  CHAPTER I. INTRODUCTION A. Background of the Study .............................................................

  1 B. Problem Identification .................................................................

  4 C. Problem Limitation......................................................................

  4 D. Problem Formulation...................................................................

  4 E. Objectives ....................................................................................

  5 F. Benefits........................................................................................

  5 G. Definition of Terms .....................................................................

  5 1. Supplementary Materials.............................................................

  5 2. Constructivist Learning ...............................................................

  6 3. Task Based Learning ...................................................................

  6 4. Reading ……………………………………...............................

  6

  Page 5. Students of Senior High School Year XI ...................................

  7 6. Language Program of Senior High School..................................

  7 7. SMA Stella Duce 1 Yogyakarta ..................................................

  7 CHAPTER II. LITERATURE REVIEW A. Theoretical Description ..............................................................

  8 1. Design....................................................................................

  8 a. The Objectives.................................................................

  8 b. The Students ....................................................................

  8 c. Motivation .......................................................................

  9 2. Theory of Reading .................................................................

  9 a. The Nature of Reading ....................................................

  9 b. The Specific Skills Involved in Reading .........................

  10 c. The Importance of Motivation.........................................

  11 d. The Need of Suitable Reading Material ….. ...................

  12 3. Constructivist Learning .........................................................

  13 a. Activities that involve real communication.....................

  13 b. “Task Principle” ..............................................................

  13 c. “Meaningful Principle” ...................................................

  14 4. Task Based Learning .............................................................

  16 a. The Importance of TBL...................................................

  17 b. Varieties of tasks ………………………….. ..................

  18 c. Component of TBL framework …………… ..................

  20 d. The implementation of TBL for classroom students .......

  23

  Page 5. Instructional Material Design ...............................................

  34 a. Yalden’s Model ...............................................................

  35 b. Kemp’s Model .................................................................

  36 B. Theoretical Framework ...............................................................

  38 CHAPTER III. METHODOLOGY A. Method.........................................................................................

  40 B. Research Participants...................................................................

  41 C. Setting .........................................................................................

  41 D. Research Instruments...................................................................

  42 E. Data Gathering Techniques .........................................................

  43 F. Data Analysis...............................................................................

  43 G. Research Procedure .....................................................................

  44 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

  A. The Steps of Designing the Reading Materials 1. The Needs survey .................................................................

  47 a. Description of the Respondents for the Needs Survey ...

  48 b. Data Presentation of the Needs Survey ...........................

  48

  c. The Result of Informal Interview toward English Teacher in SMA Stella Duce 1 Yogyakarta ..................................

  54 2. Topics and Basic Competence ..............................................

  55 3. Learning Objectives ..............................................................

  56 4. Syllabus Type .......................................................................

  58 5. Subject Content ...................................................................

  59

  Page

  B. The Results of Survey Research for Evaluation on the Design Materials 1. The description of the Respondents .....................................

  61

  2. The Data Presentation

  a. The Descriptive Statistics of the Respondents’ Opinion on the Designed Materials ..............................................

  62 b. The Respondents’ Recommendation ..............................

  64 C. Discussion ...................................................................................

  65 D. The Presentation of The Designed Reading Materials ...............

  65 CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion...................................................................................

  66 B. Suggestion ...................................................................................

  68 BIBLIOGRAPHY........................................................................................

  69 APPENDICES .............................................................................................

  71 Appendix A: Surat Permohonan Ijin Penelitian ............................................

  72 Appendix B: Surat Keterangan Penelitian.....................................................

  73 Appendix C: Questionnaire for Language Program Students Year XI .........

  74 Appendix D: Interview Guideline .................................................................

  78 Appendix E: Questionnaire for Teachers and Lecturers ...............................

  79 Appendix F: Rekapitulasi Kegiatan Penelitian..............................................

  81 Appendix G: Syllabus....................................................................................

  83 Appendix H: Lesson Plans ............................................................................

  92

  

LIST OF TABLES

  Page

Table 3.1. Description of the Respondents (Blank) .................................... 41Table 3.2. Respondents’ Opinions (Blank) .................................................. 44Table 4.1. The Respondents for the Needs Survey ...................................... 48Table 4.2. The Results of the Questionnaire for Language Program Students Year XI ......................................................................................... 50Table 4.3. Topics ............................................................................................ 55Table 4.4. General Instructional Objectives ............................................... 55Table 4.5. Learning Objectives ..................................................................... 57Table 4.6. Description of the Respondent .................................................... 61Table 4.7. Respondents’ Opinions ................................................................ 63

  

LIST OF FIGURES

  Page

  

Figure 1. Condition for Language Learning ............................................... 17

Figure 2. Components of the TBL Framework .......................................... 22

Figure 3. A TBL Framework for Beginners and Young learners.............. 23

Figure 4. Stages of the Teaching/Learning Cycle ........................................ 32

Figure 5. Yalden’s Model Instructional Designed Model ........................... 36

Figure 6. Kemp’s Model: Teaching Learning Activities and Resources ... 38

Figure 7. The Steps of the Materials Design ................................................ 39

Figure 8. Stages of the Learning Cycle ......................................................... 58

  

ABSTRACT

  Kurniasari, Monika. 2008. Designing A Set of Reading Materials Using

  

Constructivist Learning for Language Program students Year XI in SMA Stella

Duce 1 Yogyakarta. Yogyakarta: English Language Education Study Program,

  Sanata Dharma University.

  The Language Program students Year XI in SMA Stella Duce 1 Yogyakarta were demanded to have fluent English. It was because Language Program is a specific program in Senior High School which studies about languages. By the end of the Senior High School Year XII, the students will meet the National Exam. In the National Exam, there will be reading test items. Hence,

  

reading is one of the important factors in learning English for Senior High School

  students. Considering the phenomenon, the writer designed a set of English instructional reading materials for Language Program of Senior High School Students Year XI in SMA Stella Duce 1 Yogyakarta. Constructivist learning is chosen because it refers to the learners’ activity in constructing knowledge for them. To complete the approach of this study, the writer chose Task-Based

  

Learning because Task Based Learning can be very effective to the

implementation of constructivist learning in Senior High School.

  There were two problems formulated in this study. They were: 1) How is a set of reading material using constructivist learning for Language Program Students of Senior High School Year XI in SMA Stella Duce 1 Yogyakarta designed? 2) What will the designed set of materials look like?

  In this study, the writer applied the R and D method. Research information collecting was done to seek the learners’ needs. Preliminary Field testing was done for getting the respondent’s evaluation on the designed materials.

  To answer the first problem, the writer designed a set of instructional materials, by combining Yalden’s model and Kemp’s model. There were six steps to be taken from the adaptation and modification of the models, those are: 1) Conducting pre-design survey, 2) Stating the goals, topics and general purposes, 3) Selecting teaching learning activities and resources, 4) Developing a set of reading materials for the Language Program of Senior High School Students Year

  XI based on constructivist learning theory, 5) Conducting post-design survey, 6) Revising and making the final version of the materials.

  To answer the second problem, the writer presents a set of reading instructional materials. There are eight units of reading instructional materials. The title of the instructional materials is “Let’s Read”. The materials were arranged systematically. In each unit, the teaching learning activities consist of three stages. They are: Building Knowledge of the Field, Modelling of the Text, and Independent Construction of the Text. The mean as the result of the survey on the designed materials ranged from 3.2 to 4.7. It showed that the designed materials were appropriate for the Language Program of Senior High School Students Year XI.

  

ABSTRAK

  Kurniasari, Monika. 2008. Designing A Set of Reading Materials Using

  

Constructivist Learning for Language Program students Year XI in SMA Stella

Duce 1 Yogyakarta. Yogyakarta: English Language Education Study Program,

  Sanata Dharma University.

  Para siswa Kelas XI Program Bahasa SMA Stella Duce 1 Yogyakarta dituntut untuk memiliki kemampuan berbahasa Inggris yang lancar. Hal tersebut dikarenakan Program bahasa adalah suatu program khusus yang mempelajari berbagai bahasa. Pada akhir masa pembelajaran di Sekolah Menengah Atas Kelas

  XII, para siswa akan menghadapi Ujian Nasional. Dalam ujian tersebut terdapat item reading. Oleh karena itu, reading adalah salah satu faktor penting dalam pembelajaran bahasa Inggris bagi siswa Sekolah Menengah Atas. Melihat fenomena yang terjadi, penulis mendesain satu set materi reading untuk siswa Kelas XI Program Bahasa di SMA Stella Duce 1 Yogyakarta. Constructivist

  

learning dipilih karena constructivist learning mengacu pada kegiatan siswa

  dalam memabangun pengetahuan untuk diri mereka sendiri. Untuk melengkapi pendekatan dalam studi ini, penulis memilih Task-Based Learning, karena Task Based Learning adalah pendekatan yang efektif dalam pengimplementasian constructivist learning untuk siswa Sekolah Menengah Atas.

  Ada dua permasalahan yang diformulasikan di dalam studi ini. Permasalahan tersebut adalah 1) Bagaimana mendesain satu set materi reading menggunakan constructivist learning untuk siswa kelas XI SMA Stella Duce 1 Yogyakarta? 2) Seperti apa desain tersebut?

  Dalam studi ini, penulis mengaplikasikan metode R dan D. Pengambilan data penelitian dan informasi dilakukan untuk mencari kebutuhan siswa dalam berbahasa Inggris. Evaluasi pra-area dilakukan untuk mendapatkan evaluasi dari para responden tentang desain materi.

  Untuk menjawab pertanyaan pertama, penulis mendesain materi dengan mengkombinasikan model Kemp dan Yalden. Penulis mengambil enam langkah adaptasi dan modifikasi dari model – model tersebut, yaitu: 1) mengadakan survey sebelum membuat materi, 2) menyatakan sasaran, topik dan tujuan umum, 3) menyeleksi kegiatan belajar mengajar dan sumber, 4) mengembangkan materi bacaan dengan pembelajaran yang membangun untuk Siswa Program Bahasa Kelas XI di SMA Stella Duce 1 Yogyakarta, 5) menyelenggarakan survey setelah pembuatan materi, 6) merevisi dan membuat versi akhir materi.

  Untuk menjawab permasalahan kedua, penulis mempresentasikan satu set materi. Materi bacaan tersebut terdiri dari delapan unit. Judul materi bacaan tersebut adalah “Let’s Read”. Materi tersebut disusun secara sistematis. Setiap unit terdiri dari tiga tahap. Tahap – tahap tersebut adalah Building Knowledge of

  

the Field, Modeling of the Text , dan Independent Construction of the Text. Nilai

  rata – rata survey atas materi adalah antara 3.2 sampai dengan 4.7. Hal tersebut menunjukkan bahwa materi bacaan sesuai untuk Siswa Program Bahasa Kelas XI.

CHAPTER I INTRODUCTION This chapter presents Background of the Study, Problem Identification, Problem Limitation, Problem Formulation, Objectives, Benefits and Definition of Terms of this study. A. Background of the Study English is an important language in the globalization era. For this reason

  the students should improve their skill in English. The English teaching that is being implemented in Indonesia emphasizes on the use of English for communication. In order to achieve the ability not only to communicate but also to comprehend texts using English, the students must be given opportunities to practice the skills constantly.

  By the end of the Senior High School Year XII, the students will meet the National Exam. In English test of the National Exam, there will be reading test items. Therefore, reading is one of the influential factors in learning English for Senior High School students. According to Thompson (1987: 50), reading is an activity integrating the text and readers’ background knowledge to build meaning.

  Based on this reason, the writer categorizes reading skill as a difficult skill in learning English. It is because reading skill requires many different elements.

  They are mechanical eye movements, grammar, vocabularies, spelling and intellectual comprehension. Based on this fact, the writer chooses reading skill as the subject matter of this study.

  2 To accomplish the final project, the writer makes the design of reading material using constructivist learning for the Language Program of Senior High School students. In this study, the writer applies a specific approach which is relevant to the constructivist learning. The further approach of this study is the Task Based Learning. The implementation of the study concerns for the Language Program of Senior High School Students Year XI.

  In the learning process, the teacher has an important role to increase the students’ motivation to learn. Positive motivation is essential since it provides greater effort, encourages concentration, and increases cooperation with those involved in the instruction process. The appropriate approach of this study is

  

constructivist learning . Constructivist learning refers to the learners’ activity in

  constructing knowledge for themselves. The constructivist learning assists the students how to access and use knowledge that is already present, to solve problem and to understand inquiry skills so that new knowledge can be sought after and obtained. Brooks further elaborates the idea of constructivism which the learners identify the process as honoring the learning process, considering the possibilities, and coming to know one’s world (1993: iii).

  The writer chooses a specific approach which is relevant to the constructivist learning. The approach is the Task-Based Learning. The writer chooses Task-Based Learning because Task Based Learning can be very effective to the implementation of constructivist learning in Senior High School. The methodology requires a change in the traditional teacher's role. The teacher is an observer during the learning process and becomes a language informant only during the language focus learning. The traditional way of teaching describes

  3 when the teachers used tasks as a follow-up to a series of structure or vocabulary which was only based on the lessons. Tasks were activities as part of a graded and controlled way for the teacher to observe the students. According to Willis, task based learning is not just about getting learners to do one task and then another task, the task cycle offers learners the chance to use whatever language they already know in order to carry out the task, and then to improve that language, under teacher guidance, while planning their report of the task. (1996: 40)

  The writer focuses this study for the Language Program of Senior High School Students Year XI. In Language Program of Senior High School, the students are demanded to have fluent English. It is because Language Program is a specific program in Senior High School which studies about languages such as Indonesian, English, Deutsch, Japanese, and Mandarin. Based on this idea, there is a need to have fluent English in Language Program of Senior High School.

  The writer chooses SMA Stella Duce 1 Yogyakarta as the place of the study. It is because SMA Stella Duce 1 Yogyakarta is one of the best Private Schools in Yogyakarta. By having the experience of studying in SMA Stella Duce

  1 Yogyakarta, the writer is familiar with the active and independent learning that was being used when she was studying there. This active and independent learning fits to the constructivist learning which is as the main point of this study.

  Referring to Houle (1978:230), design is “a developed plan to guide educational activity in a situation”. A teacher should plan, do and evaluate.

  Moreover, this study proposes behavioral approach emphasizes the importance of what the students usually do to construct their skill.

  4 B. Problem Identification English is an important language in the globalization era. For this reason the students should encourage themselves to have a good English skill. In this study, reading is considered as an important skill for the Senior High School students because in the National Exam there will be reading test items. Moreover, in Language Program of Senior High School Year XI, the students ought to develop their language skill. Therefore, the constructivist learning idea is the significant approach in learning English for Language Program of Senior High School Year XI. Applying constructivist learning motivates the students to be active and independent in receiving knowledge.

  C. Problem Limitation

  This study discusses the material in applying constructivist learning in learning English especially in reading skill in Language Program of Senior High School Year XI. Moreover, this study also tells what kind of strategy that will be used in applying the constructivist learning in reading skill in order to encourage the students to be active and independent.

  D. Problem Formulation

  1. How is a set of reading material using constructivist learning for Language Program Students of Senior High School Year XI in SMA Stella Duce 1 Yogyakarta designed?

  2. What will the designed set of reading material using constructivist learning for Language Program of Senior High School Students Year XI look like?

  5 E. Objectives The objectives of this study are:

  1. To find out how a set of reading material using constructivist learning for the Language Program of Senior High School Students Year XI is applied.

  2. To present the designed set of reading material using constructivist learning for Language Program of Senior High School Students Year XI.

  F. Benefits

  This study is expected to illustrate the designed materials to teaching English in Language Program of Senior High School Year XI, especially to teach reading skill using constructivist learning. The designed materials, hopefully, can make the students active and independent in developing their ability in reading. Additionally, the writer also hopes that this study will provide information that will encourage other researchers to be more creative in producing a better design of material in the future.

  G. Definition of terms

1. Instructional materials

  According to Hornby, instruction refers to the process of teaching; knowledge or teaching given (Hornby, 1995:619). Teaching means a form of instruction. Instructional design can be best applied first to individual topics and then to units and then to complete courses, involving one or a few teachers.

  Instructional materials could be acquired in the forms of textbook, newspaper journals or handouts selected by the teacher for teaching instructional materials.

  6

  2. Constructivist Learning

  Constructivism refers to a theory about teaching that must be proposing learner with situation which are honoring the learning process, considering the possibilities, and coming to know one’s world (Brooks, 1993: iii). In this study, constructivist learning refers to the learners’ activity in constructing knowledge for themselves. The constructivist learning assists students how to access and use knowledge that is already present, to solve problem, and to understand inquiry skills so that new knowledge can be sought after and obtained. (Brooks, 1993: 23)

  3. Task Based Learning

  Task Based Learning refers to a methodology that requires the tasks as central to the learning activity. Task Based Learning implies a shift away from the traditional teacher’s role. The teacher, in this study, is an observer during the learning process and becomes a language informant only during the “language focus” learning. According to Willis, tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (1996:23). In this study, Task Based Learning signifies that the focus of the lesson is the task, not the structure. In other words students are given a task to perform their skill.

  4. Reading

  According to Thompson (1987: 50), reading is an activity integrating the text and readers’ background knowledge to build meaning. Reading skill acquires to have a good understanding in the knowledge itself. In this study, reading materials refer to the genre of description, narrative, anecdote, analytical

  exposition and hortatory exposition.

  7

  5. Students of Senior High School Year XI

  The age range of the students of the Senior High School Year XI is about 16 years old to 17 years old.

  6. Language Program of Senior High School

  Language Program is a specific program in Senior High School which studies about languages such as Indonesian, English, Deutsch, Japanese and Mandarin. In Language Program of Senior High School, the students are demanded to have fluent English. Based on this idea, there is a need of learning English as a Second Language in Language Program of Senior High School. Learning English as a Second Language in Language Program of Senior High School will help the students to have better English skill than others program in Senior High School.

  7. SMA Stella Duce 1 Yogyakarta SMA Stella Duce 1 Yogyakarta is a Private School. It is located in Jl.

  Sabirin No. 1 – 3, Kotabaru, Yogyakarta. It has 18 classes. There are 6 classes in each grade. The students in every class are about 35 to 40 students. Furthermore, starting from the second year, that is in the XI class, the students are divided into 3 (three) majors. The majors are Science Program, Social Program, and

  Language Program.

CHAPTER II LITERATURE REVIEW This chapter is divided into two main parts, namely theoretical description

  and theoretical framework. In the theoretical description, five major points are discussed. They are the theory of design, the theory of reading, Constructivist Learning, Task Based Learning, and Instructional Materials Design models. The second part of this chapter attempts to draw a framework based on the theoretical description that has been discussed in the first part of this chapter.

A. Theoretical Description

1. Design

  Houle (1978:230) states that design is “a developed plan to guide educational activity in a situation”. A teacher should plan, do and evaluate.

  Therefore, a teacher should prepare some elements. According Finocchiaro, (1958:5) those elements are:

  a. The Objectives

  In designing materials, a teacher should establish the objectives of the lesson. Objectives are important because they give direction not only to the teacher but also to the students.

  b. The Students

  A further element is the students. They have to be positioned as the subjects of the teaching learning process. Therefore, as the subjects, the students include their levels, needs, competencies and ages.

  9

c. Motivation

  Motivation develops from our interest. According to Deci and Ryan, interest is called “intrinsic motivation”. Intrinsic Motivation is the natural tendency to pursue personal interest as exercise capabilities and in doing so, seek out and conquer challenges. Moreover, sometimes students do something in order to earn a grade or reward, avoid punishment, or to please the teacher. It means the motivation comes from “outside” of the students which called “extrinsic motivation” (Deci and Ryan, 1985:332).

  Both intrinsic and extrinsic motivations are important in the teaching learning process. Teaching can create intrinsic motivation by stimulating the students’ curiosity and making them feel more competent. On the other hand, the teacher should also encourage the learning process that is by giving the students attention, support, or reward as the external motivation. Furthermore, in order to give the needed information at the right time, a teacher should know about the factors that influence motivation.

  There are four approaches to motivation; they are “behavioral, humanistic, cognitive and social learning approach to motivation” (Deci and Ryan, 1985:333).

  The behavioral approach accentuates the importance of what the students usually do in constructing their skill.

2. Theory of Reading

a. The Nature of Reading

  Nuttal (1982:23) defines reading as the meaningful interpretation of printed or written verbal symbol. It means that reading is a result of interaction

  10 between the perceptions of graphic symbols that represent language and the readers’ language skills and the knowledge of the world. As it refers to Thompson (1987: 50), reading is an activity integrating the text and readers’ background knowledge to build meaning. Moreover, according to Pfutze in Sartinah (1988:65), reading material is a text consists of sentences which are arranged in orderly manner and make up a structured unity.

  From all of the definitions above, reading is an active process of comprehending meaning of a reading material in which relating with the readers’ background knowledge. Therefore, reading is one of the influential factors in learning English.

  To teach reading skill, teachers must be able to create the situation where the topic is not merely pointed to the students as language exercises but as a theme needed by the learners. In this point, reading skill acquires to have a good understanding in the knowledge itself. That is why a constructivist learning is needed in acquiring an excellent reading skill.

b. The Specific Skills Involved in Reading

  According to Heaton (1979:104), there are some specific skills involved in reading. The specific skills are: 1) Distinguishing between letters and recognizing the letter-sound relationship. 2) Recognizing words and word groups, requiring ability to associate sounds with their corresponding graphic symbols and understanding meaning of a reading text. 3) Understanding the meaning of words and word groups in the context in which they appear.

  11 4) Recognizing structural clues and comprehend structural patterns.

  5) Comprehending the plain meaning of a sentence or any complete sequence of words.

  6) Perceiving relationship and sequence of ideas. 7) Comprehend paragraph and longer units of prose and select the main idea and other significant features.

  8) Drawing conclusion, making inference, and “read between the lines”

c. The Importance of Motivation to the Reading Process

  There are many basic factors which are important for the teacher to observe if the student is to achieve a satisfactory level of reading achievement.

  Positive motivation is essential since it provides greater effort, encourages concentration, and increases cooperation with those involved in the instruction process. According to Cushenbery (1985:97), there are a number of principles which appear to be vital to every content teacher in understanding the vital topic of motivation as it refers to the process of developing and learning the basic skills of reading. Those principles are: 1) Teachers need to understand that they are important role models for the vast majority of their students.

  2) The curriculum needs to be fashioned in such a manner to permit some success and achievement for all students regardless of their previous academic background. 3) Motivation to read should involved both intrinsic and extrinsic aspects. 4) The physical aspects of the classroom may have both positive and negative effects with respect to the motivational level of students.

  12 5) Content teachers should provide guidance to students as they undertake everyday reading assignments.

  6) Teachers should understand that there are many influences in the life of a young student which have a direct bearing on the motivational level of learner. 7) A cooperative effort should be undertaken with parents to help build a student’s motivation to read class assignments.

d. The Need of Suitable Reading Materials

  Woods (1991: 124) suggest seven consideration keys in selecting reading materials for the students. The seven keys are: 1) Topics are familiar to the students.

  The teacher should select texts which topics are familiar with the students. In this study, the topics should be appropriate for Language Program of Senior High School Students Year XI. 2) Topics that are in line with students’ interest.

  Interest level affects level of students’ participation and performance. If the students find the topics of the material interesting, they will involve the reading activities without any force from the teacher. If the students are active in reading, it would no wonder contribute to success in their reading comprehension. 3) A substantive plot/message system.

  If the teacher wants the student to exhibit their opinion and enjoy in reading process, they should select texts that are completely written and worth reading.

  13 4) Clear sequential development

  Events in chronological order are easier to follow than events in random order.

  5) Well-marked episodes Reading comprehension will increase if the signal transition (change of people, topic or action) between episodes is clear.

  6) Concrete subject Sometimes the teacher is unaware of selecting texts which meaning are ambiguous. It perplexed the students because the text says something but means another. So, the assignment of text should provide the students with the meaning of connotation and denotation statements.

  7) An appropriate length Most teachers think that short reading texts are preferable. They do not realize that long texts which are carefully structured are not difficult to read.

  Similarly, if the key figures have been edited out, a short version of text will be more difficult to read.

3. Constructivist Learning

  According to Johnson (1982) in Richard and Rodgers (1988: 72), there are three elements in language learning. The three elements are:

a. Activities that involve real communication which promote learning.

  

b. “Task Principle” is activities in which language is used for carrying out

meaningful task.

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c. “Meaningfulness Principle” is activities in which language is meaningful to

the learner and supports the learning process.

  As constructivism is a theory about learning, teaching must be proposing learner with situation which are honoring the learning process, considering the possibilities, and coming to know one’s world (Brooks, 1993: iii). To develop a specific skill, the students have to construct their brain and behavior. Learning consists of the students’ constructed meanings and then they indicate how far they understand. According to CECA (Committee for Education and Cultural Action) in the International Committee of Museum Educators Conference (http://www.exploratorium.edu/IFI/resources/museumeducation.html), there are nine principles of constructivist learning. The nine principles are: 1) Learning is an active process in which the learner uses sensory input and

  constructs meaning out of it . The more traditional formulation of this idea

  involves the terminology of the active learner stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exist “out there” but that learning involves the learner engaging with the world.

  2) People learn as they learn. Learning consists of both meaning and

  constructing systems of meaning . For example, if we learn the chronology of

  dates of a series of historical events, we are simultaneously learning the meaning of a chronology, each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern. 3) The crucial action of constructing meaning is mental. It happens in the mind.

  Physical actions, hands-on experience may be necessary for learning,

  15 especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands. 4) Learning involves language. The language we use influences learning. On the empirical level, researchers have noted that people talk to themselves as they learn. On a more general level, there us a collection of arguments, presented most forcefully that language and learning are inextricably intertwined.

  5) Learning is a social activity. It means a learning process is intimately associated with our connection with other human beings, our friends, our family as well as casual acquaintances. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid.

  Much of traditional is directed towards isolating the learner from all social interaction and towards seeing education as a one-on-one relationship between the learner and the material objectives to be learned. 6) Learning is contextual. It means that the students do not isolated by the facts and theories in some abstract ethereal land of the mind separate from the rest of the students’ life. The students learn in relationship, what they believe, their prejudices and their fear. On reflection, it becomes clear that this point is actually extending the idea that learning is active. 7) One needs knowledge to learn. It is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner. Moreover, the students must provide a path into the subject based on their previous knowledge.