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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the research findings. It is divided into two parts. The first part presents on how to design supplementary reading and writing
materials using Cooperative Integrated Reading and Composition CIRC. The second part presents what the design of the materials look like.
A. Process of Designing Reading and Writing Materials
The process is to answer the first question; how the reading and writing materials using Cooperative Integrated Reading and Composition CIRC to teach
reading for senior high school students designed. There are five steps how to design supplementary reading and writing materials.
1. Research and Information Collecting
In this step, the researcher collected information to design the material by distributing questionnaires and observation. The information consisted of
learners’ characteristic and support services.
a. Learners’ Characteristic
This part discussed the characteristic of the students of SMA BOPKRI 2 grade X. The characteristics involved the behavior of the students, academic
value of the students, the interest of students in reading, the activities in reading and writing class, the difficulty in reading and writing, and what kind of activities
they liked. The data was obtained by doing observation, interview, and distributing questionnaire. Firstly, the researcher observed the students in the
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32 classroom. Second, the researcher interviewed the teacher of SMA BOPKRI 2
who handled the English lesson for grade X. The last, the researcher distributed questionnaire to the students. The questionnaires were open questionnaire.
When the researcher did observation in the classroom, it was surprising. Most of the students did not pay attention to the teacher, some of them shouted.
The students would be silent if they were given exercises. And still, there were some students who shouted or moved around. But finally, the teacher could
handle the students because the teacher gave them exercises. After doing the observation, the researcher interviewed the teacher who
was in charge. Based on the interview, most of the students did not understand the reading text. They were not good at comprehension. Besides, the students did
not know the meaning of difficult words. Most of them lacked vocabulary. The last, the researcher distributed the questionnaires. The questionnaires
were distributed in two classes. The numbers of the participants were 35 students. They are 15-16 years old. According to Hurlock 1980, they belonged
to adolescence. There were eight questions which were given to the students. The
questions were: 1.
What kind of book do the participants like? 2.
What are the activities in the reading class? 3.
What are the difficulties in the reading class? 4.
What are the activities in the writing class? 5.
What are the difficulties in the writing class?
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33 6.
Have the participants ever discussed in small groups in the class? 7.
Do the participants like discussing in small groups in the class? Why? 8.
What kind of activities do the participants expect in the reading and writing class?
The results of the question number one were that 33 of the students liked
reading novels, magazines, comics and short stories. For question number two, the activities in the class were reading the reading passage, answering the question,
identifying the reading text, writing, listening, and speaking. For question number three, the students had some difficulties, they were: the students did not know the
meaning of the new vocabularies, so they could not understand the text, the students did not know how to pronounce the words, the reading texts were not
easy to be understood, the students had difficulty in memorizing the meaning of the new vocabularies, and the students did not understand the teacher’s
explanation. For question number four, in the writing class, the activities were writing a story, and answering questions. For number five, the students
experienced difficulties in translating the words from Bahasa Indonesia into English; the students had a lack of vocabulary, the students did not know the
correct spelling, and the students forgot the generic structure. The result for number six, whether they have experienced discussing in small group, was the
students have experienced it. The result for question number seven, 28 of the students liked discussing the reading text in small groups, because they could
share their opinions with the other students in the group. It made them closer, the students could cooperate so it was easier to do the assignment, it increased their
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34 knowledge and interested. However, 7 of them did not like discussing in small
groups because some of group members did not focus on the discussion; it was not fun, and boring. The results of the last question, the activities that the students
expected in reading and writing class, were reading a book or short story then discussing the difficult words, discussing reading text in small group, writing a
story, answering the question, the teacher was interesting, and games. Based on the need analysis questionnaire, it could be concluded that most
of students had difficulty to comprehend reading text and find the meaning of difficult words.
b. Support Devices