- Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
There is interdependence among the eight stages since any decision made for one stage will affect others. Moreover, Kemp said that this design still takes the
objectives as the starting point and the evaluation as the end of the stages. The eight steps of Kemp’s design model are as follows.
Figure 2.2: Instructional design by Kemp 1997:9
2. Theory of Reading
a. The Nature Reading
The understanding of the total language situation and the use of language master is the understanding of the process of learning to read. It is more than just a
Goals, Topics, and
General Purposes
Evaluation
Support Services
Learner Character-
istics
Learning Objectives
Subject Content
Teaching Learning
Activities, Resources
Pre- Assessment
Revise
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communication art, but it is as the vehicles of our thought processes. Gray 1937 said that the view of the nature of reading involves the recognition of the important
elements of the meaning, including the accuracy and the thoroughness in comprehension. The comprehension itself means the ability to grasp the meaning in
the form of reading passage Moyle, 1972: 25. The methods used in the teaching bring the different effects on the students since they have different abilities and
different level of comprehension. According to Reinking and Scheiner 1985, cited by Kustaryo 1988:2,
reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Whenever the readers deal with the print, they
recognize the symbol and relate these symbols to their background information in order to build interpretation and gain comprehension of the written text. Goodman
1967 pointed reading as an active psycholinguistic guessing game. The reader makes further prediction about what will happen next reflecting to what they have
already read. The readers search for cues presented in the text to support them in order to make prediction.
There is also an interaction occurred between the writer and the reader in the reading process. There are two approaches namely: text-based and reader-based
approaches. The text-based approach concern with what the writer plans to write and how the text is written while reader-based approach deals with what the readers bring
to the text and what is got by the readers after reading Cohen, 1990: 75-76. This study also focuses on the improvement of reading comprehension mastery of the
eighth grade students of SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
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b. The Teaching Reading Skills
