A set of english supplementary reading materials using intermediate level novels for the eleventh grade students in SMA Tiga Maret Yogyakarta.

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING INTERMEDIATE LEVEL NOVELS FOR THE ELEVENTH GRADE

STUDENTS INSMA TIGA MARET YOGYAKARTA

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain theSarjana PendidikanDegree

in English language Education

By

Paulina Erawati Paramita Student Number : 05 1214 144

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2010

i

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING INTERMEDIATE LEVEL NOVELS FOR THE ELEVENTH GRADE

STUDENTS IN SMA TIGA MARET

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain theSarjana PendidikanDegree

in English language Education

By

Paulina Erawati Paramita Student Number : 05 1214 144

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

ii

A Thesis on

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING INTERMEDIATE LEVEL NOVELS TO THE ELEVENTH GRADE

STUDENTS IN TIGA MARET SENIOR HIGH SCHOOL

By

PAULINA ERAWATI PARAMITA Student Number: 05 1214 144

Approved by

Drs. Y.B. Gunawan, M.A. Yogyakarta, January 15, 2010

iii

A Thesis on

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING INTERMEDIATE LEVEL NOVELS TO THE ELEVENTH GRADE

STUDENTS IN TIGA MARET SENIOR HIGH SCHOOL

By

PAULINA ERAWATI PARAMITA Student Number: 05 1214 144

Defended before the Board of Examiners on 15 January 2010

and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. _________________

Secretary : Made Frida Yulia, S.Pd., M.Pd. _________________

Member : Drs. Y.B. Gunawan, M.A. _________________

Member : Carla Sih Prabandari, S.Pd., M.Hum. _________________

Member : Made Frida Yulia, S.Pd., M.Pd. _________________

Yogyakarta, February 2, 2010

Faculty of Teachers Training and Education Sanata Dharma University

Dean

iv

And in the end, it's not the years in

your life that count. It's the life in

your years.

Abraham Lincoln

I dedicate this thesis to My Almighty Lord Jesus Christ and Mother Mary My beloved Dad Paulus T Alim and Mom Sri Gayatri My lovely brother and little brother And everyone who enriches my life

v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the

work or parts of the work of other people, except those cited in the quotations and

bibliography, as a scientific paper should.

Yogyakarta, January 15, 2010

The Writer

Paulina Erawati Paramita

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Paulina Erawati Paramita

Nomor Mahasiswa : 051214144

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul:

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING INTERMEDIATE LEVEL NOVELS FOR THE ELEVENTH

GRADE STUDENTS INSMA TIGA MARETYOGYAKARTA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk median lain, mengelolanya dalam bentuk pengkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal : 3 Maret 2010 Yang menyatakan,

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ABSTRACT

Paramita, Paulina Erawati. 2009.A Set of English Supplementary Reading Materials Using Intermediate Level Novels to the Eleventh Grade Students in Tiga Maret Senior High School, Yogyakarta. Yogyakarta: English Language Education, Department of Language and Arts Education, Faculty of Teachers Training and Education. Sanata Dharma University.

This study was conducted to design a set of English supplementary reading materials using intermediate level novels to the eleventh grade students in Tiga Maret Senior High School, Yogyakarta. The purpose of this design was “to respond to the meaning and rhetorical way of written text essay accurately, fluently and acceptable in daily life context and to access knowledge in the forms text of report, narrative and analytical exposition”.

There were two problems considered in this study. The first problem dealt with how a set of English supplementary reading materials using intermediate level novels for the second grade students of Senior High School, Yogyakarta, was designed. The second problem dealt with what the designed set of materials would look like.

The writer conducted two surveys to solve the problems above. They were pre-design and post-design surveys. The pre-design survey was aimed at gaining information for a needs analysis, which was to design the materials. This was done by distributing the questionnaires to two classes of second grade students in Tiga Maret Senior High School and by holding an informal interview with related English teacher. The post-design survey was aimed at gaining feedback and evaluation from respondents for the designed set of materials. The respondent was an English teacher of Tiga Maret Senior High School, an English teacher of De Britto Senior High School, two English teachers of SMAN 9 Senior High School, and one lecturer of English Language Study Program Sanata Dharma University.

In designing the materials, the writer applied eight steps which were adapted from Kemp’s and Yalden’s Instructional Design. The steps were: (1) Conducting a Needs Survey, (2) Determining Goals, Topics, and Purposes, (3) Learner Characteristics, (4) Formulating Specific Instructional Objectives, (5) Listing Subject Contents, (6) Selecting Teaching and Learning Activities, (7) Support Services, (8) Evaluating and Revising. The writer developed eight units which were determined according to the needs survey. Furthermore, each unit consisted of three sections, namely Setting the context, Reading the text and Responding to the text.

The descriptive statistic of the respondents’ opinions which was obtained from the post-design survey showed that the mean was in range between 3.6 up to 4.00 in the scale of 5.00. I also done the revision from the following respondents’ comments which said that the designed materials were good, well developed, well designed and interesting. In conclusion, the designed set of materials was fairly good

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and acceptable. The writer hopes that this designed set of materials can give many benefits and be useful to improve the students’ skills, especially in reading.

viii

ABSTRAK

Paramita, Paulina Erawati. 2009.A Set of English Supplementary Reading Materials Using Intermediate Level Novels to the Eleventh Grade Students in SMA Tiga Maret, Yogyakarta.Yogyakarta: Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Studi ini dilaksanakan untuk menyusun seperangkat materi tambahan bacaan bahasa Inggris yang menggunakan novel level menengah bagi siswa kelas dua SMA Tiga Maret, Yogyakarta. Tujuan penulisan materi ini adalah untuk “merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk:report, narrative,dananalytical exposition”.

Ada dua permasalahan yang perlu dipertimbangkan dalam studi ini. Masalah yang pertama berkaitan dengan bagaimana seperangkat materi tambahan bacaan bahasa Inggris yang mengunakan novel level menengah bagi siswa kelas dua SMA Tiga Maret, Yogyakarta disusun. Masalah kedua berkaitan dengan bentuk seperangkat materi tersebut.

Penulis mengadakan dua survei untuk memecahkan kedua masalah diatas. Survei tersebut adalah survei sebelum dan sesudah menyusun materi. Survei sebelum menyusun materi bertujuan untuk mendapatkan informasi untuk analisis kebutuhan, yaitu untuk menyusun materi. Survei ini dilaksanakan dengan membagikan kuesioner di dua kelas tingkat dua SMA Tiga Maret dan dengan mengadakan wawancara informal dengan guru bahasa Inggris terkait. Survei setelah menyusun materi bertujuan untuk memperoleh feedback dan evaluasi dari para responden untuk materi yang telah disusun sebelumnya. Para responden adalah seorang guru bahasa Inggris SMA Tiga Maret, seorang guru bahasa Inggris SMA De Britto, dua guru Bahasa Inggris SMAN 9, dan seorang dosen program studi Bahasa Inggris di Universitas Sanata Dharma.

Didalam menyusun materi pengajaran, penulis menerapkan delapan langkah yang diadaptasi dari model instruksional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) Mengadakan survey kebutuhan, (2) Menentukan tujuan dan topik, (3) Memahami karakter murid, (4) Merumuskan tujuan khusus, (5) Membuat daftar isi pokok materi, (6) Menyeleksi aktivitas belajar dan pembelajaran (7) Menyiapkan alat-alat yang mendukung pembelajaran (8) Mengevaluasi dan merevisi materi. Penulis mengembangkan delapan unit yang ditetapkan berdasarkan survei kebutuhan siswa. Selanjutnya, setiap unit terdiri dari tiga bagian, yaitu Setting the context, reading the text and Responding to the text.

Statistik deskriptif terhadap pendapat responden yang diperoleh dari survey setelah menyusun materi menunjukkan bahwa nilai rata-rata berkisar dari 3,6 sampai 4,0 pada skala 5,00. Penulis juga melakukan revisi dari komentar-komentar responden yang menyatakan bahwa rancangan materinya bagus, dikembangkan secara baik, dirancang dengan bagus, dan menarik Sebagai kesimpulan, desain materi

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ini bagus dan layak. Penulis berharap materi ini dapat memberikan banyak manfaat dan berguna untuk meningkatkan keterampilan bahasa Inggris siswa, terutama dalam hal membaca.

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ACKNOWLEDGEMENTS

First of all, I would like to praise our Lord, Jesus Christ, the only God I believe and mother Mary, for such endless love and blessings in my life for which I can study at Sanata Dharma University and finish my thesis.

My sincere gratitude goes to Drs. Y.B. Gunawan, M.A., my major sponsor, for his patience, support, encouragement, guidance and contribution of ideas in finishing my thesis.

I would like to give thanks to Laurentia Sumarni, S.Pd., my academic sponsor, for her guidance during the whole semester I passed in PBI study program. I would also like to thank all PBI lecturers, especially Yuseva Aryani Iswandari, S.Pd., M.Ed.,for her willingness to be my respondent. Furthermore, I thank them all for giving me such valuable knowledge so that I can be a better person. Besides, I am so thankful to PBI secretariat staffs;mbak Tari and mbakDani for helping me and providing the information I need for my study.

I also would like to thank the English teacher of Tiga Maret Senior High School, English teacherofDe Britto Senior High Schooland English teachersof

Negeri 9 Senior High Schoolfor their cooperation and help in giving me suggestions and evaluation for my design. At the same time, I would like to thank the second grade students ofTiga Maret Senior High School, especially XI IPA and XII S2 for spending their time filling in the questionnaire for my needs survey.

My deepest and sincerest gratefulness goes to my lovely parents, my Dad

Paulus Tamrin Alimand Mom Sri Gayatri 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 brother, Heru Setiawanand my little brother,

Berlianto Setiawan, who always accompany me. I thank them for their support, stories and laughter which set me free from boredom.

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My special thanks go to my belovedDestian Ananta Wijanarko PBI 05for his love and loyalty. I thank him for his support and help in designing the materials using pictures, our wonderful times, great experiences, happiness, sadness and everything I never had before make me eventually grow more mature.

Likewise, I would like to say thanks to my best friends Patricia Josephine PBI 05, who has been sincerely willing to correct and check my grammar in writing the thesis, and Anis Nariswari PBI 05 who always supports and helps me when I face some problems in learning English. I thank them for being my best friends during my study. I thank them for such wonderful times we have made together. I will not forget every single thing we have done together.

The same acknowledgement goes to my play performance partners “Jack and the Submission”, and also my partners from SPD “Saboo Technical Center” and

PPL II + KKN “Kaliurang”.

Last but not least, I would like to thank everyone who has come into my life and enriched my life. May God bless them all.

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TABLE OF CONTENTS

PAGES

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... x

TABLE OF CONTENTS ... xii

LIST OF TABLES ... xvi

LIST OF FIGURES ... xvii

LIST OF APPENDICES ... xviii

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Objectives of the Study ... 5

E. Benefits of the Study ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Instructional Material Design Models ... 10

a. The Nature of Kemp’s model ... 10

xiii

c. Conclusion ... 17

2. The Teaching of Reading ... 17

a. The Nature of Reading ... 18

b. The Important Aspect of Reading ... 18

c. Models of Reading Processes ... 19

(1) Bottom-up models ... 19

(2) Top-down Models ... 20

(3) Interactive Models ... 21

d. Teaching Reading Skill ... 23

a. Pre-reading Activities ... 23

b. While-reading Activities ... 25

c. Post-reading Activities ... 26

e. Conclusion ... 27

3. Reading Works of Literature ... 28

a. The Nature of Literature ... 29

b. The Elements of Novel ... 29

c. Conclusion ... 33

4. English Curriculum... 34

B. Theoretical Framework ... 36

CHAPTER III. METHODOLOGY ... 42

A. Research Methods ... 42

B. Research Participants ... 46

C. Research Instruments ... 48

D. Data Gathering Techniques ... 49

E. Data Analysis Techniques... 50

xiv

CHAPTER IV. RESULTS AND DISCUSSION ... 53

A. The Elaboration of the Steps in Designing the Materials ... 53

1. Conducting a Needs Survey ... 54

a. The result of Questionnaire for the students ... 54

b. The results of an Informal Interview with the Teacher ... 56

2. Determining Goals, topics, and general purposes ... 56

3. Learner Characteristics ... 58

4. Formulating Specific Instructional Objectives ... 59

5. Listing Subject Contents ... 63

6. Selecting Teaching and Learning Activities ... 65

7. Support Services ... 66

8. Evaluating and Revising ... 66

B. The Result of Survey Study on Respondents’ Opinion ... 66

1. The Description of the Respondents ... 67

2. Data Presentation ... 67

3. Respondents’ Comments and Suggestions on the Designed Set of Materials ... 69

C. The Discussion on the Designed Set of Materials ... 71

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 76

A. Conclusions... 76

B. Suggestions... 78

xvi

LIST OF TABLES

PAGES

Table 2.1: Students’ Competence ... 35

Table 3.1: Respondents of the Survey Study ... 48

Table 3.2: Descriptive Statistics of the Respondents ... 51

Table 4.3:The Topic and the Title of the Novel ... 57

Table 4.4 The Indicators ... 59

Table 4.6: The Description of the Respondents ... 67

Table 4.7: The Descriptive Statistic of the Respondents’ Opinion on the Designed Set of Materials ... 68

Table 4.8: The Topics, the Sections and subsections of the Designed Set of materials ... 73

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LIST OF FIGURES

PAGES

Figure 2.1: Kemp’s Model of Instructional Development ... 11

Figure 2.2: Yalden Language Program Development ... 17

Figure 2.3: Reading Process ... 19

Figure 2.4: Bottom-Up Model ... 20

Figure 2.5: Top-Down Model ... 21

Figure 2.6: Interactive Approach to reading ... 22

Figure 2.7: The Framework for Designing the Materials ... 41

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LIST OF APPENDICES

PAGES

Appendix 1: Surat Ijin Mengadakan Penelitian

dari Universitas Sanata Dharma... 83

Appendix 2: Surat Keterangan Telah Mengadakan Penelitian di SMA Tiga Maret Yogyakarta... 84

Appendix 3A: The Result of the Questionnaires for the Need Analysis ... 85

Appendix 3B: The Result of an Informal Interview with an English Teacher of Second Grade Students of SMA Tiga Maret ... 90

Appendix 4: Questionnaires for the Designed Set of Materials Evaluation ... 95

Appendix 5: Gambaran Umum Materi... 99

Appendix 6A: Syllabus ... 102

Appendix 6B: Lesson Plan ... 110

Appendix 7: Presentation of the Designed Set of materials ... 114

Appendix 8A: Teacher’s Guide ... 116

Appendix 8B: Answers Key ... 119

1

CHAPTER I INTRODUCTION

This chapter consists of six main parts. The first part is the background of the

study. It will explain about the function of English in general and the study that the

writer wants to discuss. The second part is the problem formulation. It will explain

about some problems that the writer formulates. The third part is the problem

limitation. It will explain about the focus of the study in relation to the problems that

have been formulated. The fourth part is the objectives of the study. It will explain

about the expected outcomes of the study concerning with the research questions. The

fifth part is the benefits of the study. It will explain about some people who will get

the benefits from the study. The sixth part is the definition of terms. It will explain

about some key words or phrases specifically used in the study.

A. Background of the study

It is obvious that English as a means of communication plays many important

roles in this modern life. Considering the importance of English in Indonesia, the

government realizes that English should be involved in Indonesian education system.

As the evidence; first, every university or college in Indonesia always puts English as

one of the subjects which is tested for SMA graduate who wants to enter a faculty.

Secondly, one who masters English has more chances to get a job both in

mostly written in English. Therefore, one who is able to read and comprehend those

books is one step ahead than one who is not.

Realizing the situation and the need that appear in Indonesia nowadays, the

government tries to do some improvements toward the field of education. One of the

examples in education is by reading comprehension. Reading comprehension gets

more attention and is put as the first priority in learning English. We can see in the

curriculum that reading skill gets the most time allotment. All of the facts stated

above make us see how important reading skills, especially reading comprehension,

are. As Bright and Mc Gregor say: (1973: 52)

Only by reading can the pupil acquire the speed and skill he will need for practical purposes when he leaves school. In our literate society it is hard to imagine any skilled work that does not require the ability to read. Professional competence depends on it.

Proficiency in English language covers four skills: listening, speaking,

reading and writing. In order to master the four skills, the theories and the skills of

learning, students need to study and enrich their knowledge. One of the bases of

studying and enriching knowledge is reading. In this case, students need to be able to

at least read an English text, trying to catch the writer’s idea and then begin to

synchronize it to their own ideas. Therefore, reading is the first skill that should be

mastered in order to be able to master the other skills of a target language (Carrel,

1988). Reading is a way to gather information and knowledge since many sources are

in written form, such as; science, art, technology, discoveries and inventions. Thus,

learn. Based on Curriculum 2006 in reading skill, it is said that “to understand the

meaning of short written functional text and simple essay in the forms of report,

narrative and analytical exposition in daily life context and to access knowledge”.

The teacher has to create an interesting English learning in order that the

students will pay much attention on it. The most important thing in learning English

is that teacher has to avoid boring situation for the students.

One activity which can avoid such boring situation is reading a novel. The

teacher may create an interesting way in learning reading material. It is not difficult

to teach reading using a novel. The teacher can ask the students to read the novel

correctly so that they can eventually understand the content of the novel

(comprehension).

Reading a novel is a familiar and good habit. People like reading novels,

especially teenagers. Based on the survey in SMA Tiga Maret, the eleventh grade

students like reading a novel. For more detailed we can see in appendix 03, for that

reason, this study attempts to teach reading skill by applying intermediate English

level novels.

The reason why the writer use intermediate English level novels because the

story is very interesting, has a high value education about morality, has a glossary

and easy to understand. Using intermediate level novels, the students can learn the

understand, and interesting. Asking the students to read an intermediate level novel

make them feel curious and it stimulates them to read more and more.

The writer chose the eleventh grade students in designing the materials

because the materials itself very suitable to them, not to difficult and not to easy. The

writer also chose SMA Tiga Maret because based on the survey, that high school is

lack of reading comprehension and it needs to be improved.

B. Problem Formulation

Considering the background presented above, the writer then formulates some

problems in this study as follows:

1. How is a set of English supplementary reading materials using intermediate

level novels for the eleventh grade students of Tiga Maret Senior High School

designed?

2. What does the designed set of materials look like?

C. Problem Limitation

The students in the eleventh grade of Senior High School sometimes feel

difficult in learning English. In this position, the students have to work hard in order

that they can pass the third grade of Senior High School. The difficulty is because the

students are not mastering reading comprehension well. As we know, it is not easy to

The teacher has to teach materials as interesting as possible. This study will

limit the discussion on how to design a set of English reading material for the

eleventh grade of Senior High School students using intermediate level novels and

what the application of the method for English reading material look like. This study

will create a new design in learning reading material. Therefore, it can help the

students to reach the goal in the learning activity.

D. Objectives of the Study

The objectives of the study can be formulated as follows:

1. To design a set of English supplementary reading materials for the eleventh

grade of Senior High School students using intermediate level novels.

2. To present a set of English supplementary reading materials for the eleventh

grade of Senior High School students.

E. Benefits of the Study

This research can hopefully give some beneficial contributions in the teaching

learning activities of reading class for some parties who are closely related to this

study. The benefits of the study are for:

1. The teacher

The result of the study will give the benefits for the teacher to improve their

strategies in teaching reading for the eleventh grade of Senior High School students

resource of interesting teaching strategy in order that they can stimulate the students

in reading and finding the meaning of a text using intermediate level novels.

2. The students

This study is created in order to help the students learn better. By teaching

using intermediate level novels, the students are hoped to be able to improve their

English competence. The students can join the class with a lot of fun and interesting

materials.

3. Further studies

Further studies are also needed because the set of design reading materials

using intermediate level novels still need to be reconstructed, evaluated, and

reprogrammed.

F. Definition of Terms

To make the study clear, it is better to define some important terms of the

study:

1. Reading

Reading is a skill which must be developed, and can only be developed, by means of extensive and continual practice. Students learn to read, and to read better, by reading. Every learner who wants to be able to read fluently must develop her/his reading skills over time and with a great deal of practice (Dra. Edithia, 1988: 12-13).

In this study, reading skill must be developed by extensive and continual

wants to be able to read fluently must develop their reading skill with a lot of practice

every time.

2. Supplementary reading materials

In this study the adjective supplementary means provided in addition to

something else in order to improve or complete it. Then, supplementary reading

materials are a new set of additional reading materials. The materials are designed to

the eleventh grade students of Tiga Maret Senior High School. Supplementary

reading materials have a function as additional materials to complete, improve or

perhaps replace the materials which are used in the school.

3. Intermediate English level novels

An intermediate English level novel means having more than a basic

knowledge of something but not yet advanced; suitable for somebody who is at this

level: an intermediate student, an intermediate course book (Oxford dictionary). An

Intermediate English level novel is a small book which contains an interesting story.

This book is very suitable for teenagers. The language is very simple, easy to

understand, and has such attractive pictures. This novel has 70 – 100 pages. In the

last page, there is a glossary so that the students will not find any difficulty in

understanding the meaning of the story. This novel consists of some important

4. The eleventh grade students in Tiga Maret Senior High School

The subject in this study is the eleventh grade students in Tiga Maret Senior

High School. The total of the eleventh grade students in one class is about 23

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter primarily discusses some theories underlying this study.

Systematically, there are two major points of discussion. The first one deals with the

theoretical description that covers three main points, namely the instructional design,

the theories related to reading and reading works of literature, and School Based

Curriculum for Senior high School. In the second part, the writer would like to

describe the theoretical framework employed in designing reading materials using

intermediate level novels to the eleventh grade students in Tiga Maret Senior High

School.

A. Theoretical Description

This chapter concerns with a discussion on two instructional material design

models applied in this study and some significant theories. The instructional design

models are Kemp’s and Yalden’s, used to help the process of designing the materials

and instructional methods, to provide an illustration on how the instructional

materials should be presented. The theories related to reading provide some

information about the importance of reading skill for Senior High School students.

Furthermore, the theories related to reading works of literature deal with an

understanding towards the novel. The newest curriculum, School Based Curriculum,

is used as an important reference for designing the materials.

1. Instructional Material Design Models

There are two instructional design models that will support the design of

reading materials using intermediate level novels. They are Jerold A. Kemp’s model

and Yalden’s model.

a. Kemp’s Instructional Materials Design Model

Kemp states that instructional process is complex. Many interrelated parts and

functions that must operate in a coherent manner in order to achieve success compose

the instructional process. What is expected in this process is the improvement of the

key outcome of education – learning by students. (1977: 6)

According to Kemp (1977: 8), the instructional design plan is designed to

supply the answer of three questions, which are considered as the essential elements

of instructional technology:

1. What must be learned? (objectives)

2. What procedures and resources will work best to reach the desire learning levels?

(activities and resources)

3. How will we know when the required learning has taken place? (evaluation)

There are eight steps in Kemp’s model of instructional material design.

Figure 2.1: Kemp’s Instructional Materials Design Model (Kemp, 1977: 9)

Kemp proposes a development program consisting of eight interdependent

elements (1977: 8-9). The steps of Kemp’s development program are as follows:

Goals, Topics, and General

Revise

Pre-Assessment

Subject Content Teaching/

Learning Activities, Resources Evaluation

Support Services

Learner Characteristic

Learning Objective

1. Goals, Topics, and General Purposes

In this study, goals are the bases of all educational programs, which can be

derived from three sources – society, students, and subject areas (Kemp, 1977:14).

Topics, which become the scope of the course or program, are usually sequenced

according to a logical organization, from simple or concrete levels to complex and

more abstract levels (Kemp, 1977: 15).

2. Learner Characteristics

In this study, Kemp states that to serve both group and individual means that

teacher must obtain some information about the students’ capabilities, needs, and

interests (Kemp, 1977: 18).

3. Learning Objectives

Teacher concerns with learning as the outcome of instruction. Learning

requires an active effort from the student. Learning objectives tell the student about

the goals he must attain, the ideas and skills that will be included in the upcoming

instruction, and the types of behavior that will be expected during evaluation (Kemp,

1977: 23-24).

4. Subject Content

In this study, subject content is must closely related to the objectives and the

specific knowledge (facts and information), skills (step by step procedures, condition,

and requirements), and behavioral factors of any topic (Kemp, 1977: 44).

5. Pre-Assessment

In this study, Pre-Assessment is carried out in order to plan learning activities

for which students are prepared, and at the same time to ensure that the students do

not waste their time on the things they have already known. There are two kinds of

test in this step. They are prerequisite testing and pre-testing (Kemp, 1977: 51).

6. Teaching learning activities and resources

The designer selects teaching learning activities and resources that help the

students to accomplish the learning objectives through the subject content.

Nevertheless, 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 student’s characteristics and need that will best serve the objectives they have

established (Kemp, 1977: 55-56).

7. Support Services

The designer coordinates support services, such as; personnel, facilities, and

schedules to carry out the instructional materials into effect. Support services must be

considered effective at the same time that the instructional plans are being made and

8. Evaluation

The designer makes evaluation of students’ learning. Evaluation is needed to

control and decide the results of the design that have been constructed. The teachers

are ready to measure the learning outcomes relating to the objectives that indicate

what the evaluation should be. By stating them clearly, teachers have assured

measuring directly what they are teaching (Kemp, 1977: 91).

According to Kemp, a plan is flexible. There is interdependency among the

eight elements; decision relating to one may affect others. The planers may begin any

step and then move back and forth to the other steps. The sequence and order are the

planner’s choice. However, they should eventually treat most of the eight.

b. The Nature of Yalden’s Model

There are seven stages proposed by Yalden (1987: 101) in developing a

language program. These stages are briefly summarized as follows:

Stage 1: The Needs Survey

The initial stage is administering a needs survey. Basically, this survey has

two main purposes: to find the students’ communicative needs and to learn about the

understanding of the students before the program commences, which enables the

designer to set realistic and acceptable purposes (Yalden 1987: 101).

Stage 2: The Description of the Purposes

The second stage describes the purpose of the program which can be carried

out when the needs survey is finished or at least still in progress. This stage is

significant in establishing the foundation for the major decision, when the designer is

working out the next stage, namely the selection of the syllabus type (Yalden 1987:

105).

Stage 3: The choice of Syllabus Design

The designer should make decision on what type of syllabus will be

employed. Since there is no definite syllabus design, a number of solutions are

offered. They range from an adaptation of the existing syllabus to an entirely

learner-oriented syllabus. However, as Yalden suggested, the combination of various models

is possible (Yalden 1987: 108).

Stage 4: The Proto-Syllabus

The designer produces a proto-syllabus or the description of language and

the content of the syllabus. This will cover several components, such as; topic,

communication functions, variety of language and grammar (Yalden, 1987: 138).

Stage 5: The Pedagogical Syllabus

Yalden explains that the designer is supposed to develop teaching, learning

and testing (pedagogical syllabus). Therefore, teaching materials should be prepared

and testing sequence and decision on testing instruments must also be developed.

Moreover, a stock of words and phrases suitable to the topics in the program is

identified. (Yalden, 1987: 144)

Stage 6: The development and Implementation of Classroom Procedures

This stage consists of the selection of exercises and teaching techniques

applied in the classroom, preparation of lesson plan as well as weekly schedules.

Yalden also mentions that the teaching training contains briefings or workshops on

principles, expected outcomes and the creation of teaching materials. (Yalden, 1987:

89)

Stage 7: Evaluation

The final step is evaluating which comprises two aspects. Firstly, it evaluates

design of the course. If there are any difference, revision of the materials and teaching

approaches must be carried out. (Yalden, 1987: 96)

The following figure explains those seven steps in a systematic

Figure 2.2: Language Program Development (Yalden, 1987: 88).

c. Conclusion

It can be concluded that Kemp’s and Yalden’s models are needed as the steps

to support the design of reading materials using intermediate level novels. The writer

used the seven steps from Kemp and one step from Yalden. The seven steps in

Kemp’s model are determining goals, topics, and purposes, learner characteristic,

formulating specific instructional objectives, listing subject content, selecting

teaching and learning activities, support services and the last evaluating. In addition,

the writer chose one stage in Yaldens’ model as well. It is the needs survey.

2. The Teaching of Reading

Reading is an essential skill for students of English as a second language or

foreign language. Moreover, it is an important skill to master in order to ensure

success not only in learning English, but also in any content class where reading

Need Analysis Evaluation Description of Purpose Selection, Development of Syllabus Production of a proto-syllabus Production of a pedagogical syllabus Development, implementation of classroom

English is required. By having good reading skills, learners will make greater

progress and development in all other areas of learning. The following explanation

deals with the nature of reading, the important aspect of reading, the models of

reading process and teaching reading skills.

a. The Nature of Reading

Reading can be viewed from three points, namely materials, products, and

process. On the basis of materials, reading is an activity of decoding the information

from the author by the reader. As a product, reading affects information getting. It

means that the more a reader reads the more information he/she gets. Reading is

viewed as a process for there is such information transfer in it. In this process, a

reader employs his/her background, experience, linguistic competence and conceptual

framework in processing the information (Hafni 1981: 1).

b. The important Aspect of Reading

It is stated by Gibson and Levin that the ability to read well is the basis for

success in school and later. That statement is well accepted because we realize that

we can learn many things from books, newspapers, magazines novels and other

written or printed materials. People learn history, science, arts and other knowledge

Only by reading a pupil can get the skill that he needs to practice and achieve

the goal after leaving school. It is impossible that in our literate society reading does

not require an ability to read. Professional competence depends on it. (Bright and Mc

Gregor 1973: 52)

c. Models of Reading Process

There are three models of reading processes: bottom-up, top-down, and

interactive models.

(1) Bottom-up models

Bottom up models typically consist of lower level reading processes which

represent the more automatic linguistic processes and are typically viewed as more

skilled oriented. Bottom-up models suggest that all reading follows a mechanical

pattern in which the reader creates piece by piece a mental translation of the

information in the text, with little interference from the reader’s background

knowledge. Readers start with the fundamental basics of letters and sound

recognition, followed by word recognition, building up to the identification of

grammatical structures, sentences and longer texts. As Gough cited by Pehrsson and

The process begins when a reader look at each letter, produces an equivalent phoneme (sound) for each grapheme (written symbol that represent a phoneme), synthesizes these into words and eventually deals with the syntactic structure (sentence, etc) and meaning intended by the writer.

When a reader comes to an unknown word, he /she can sound out the word

because of the knowledge of the individual units that make up the word. The blending

together of the various sounds allows the reader to move toward comprehension.

Comprehension

From the processes above, the reader employs strategies in the following

orders: visual (look at print), auditory (ascertain sounds), and syntactic (synthesize

words in to sentence).

(2) Top-down Models

Comprehension

Figure 2.4: Bottom-up Model

Top down models begin with the idea that comprehension resides in the

reader. They assume that reading is primarily directed by reader goals and

expectation. The reader uses the background knowledge, makes expectation and

searches the text to confirm or reject the expectation they have made. The mechanism

by which a reader would generate expectations is not clear, but a general monitoring

mechanism might create these expectations.

According to Goodman as cited by Pehrsson and Robinson (1986:6), in this

model the readers use strategies on the following orders: semantic (predict meaning),

syntactic (generate anticipated language possibilities to structure meaning) and visual

in combination with auditory (confirm expectation).

(3) Interactive Models

The interactive models combine elements of bottom-up and top-down models

assuming that “a pattern is synthesized based on the information provided

Reading begins with Reader’s background knowledge

Figure 2.5: Top-down Models

simultaneously from several knowledge sources” (Stanovich, 2000: 22). Therefore,

word recognition needs to be fast and efficient, but background knowledge is the

major contributor to text understanding, as in inferencing and predicting what will

come next in the text. An interactive approach to reading would include aspects of

both intensive and extensive reading. The readers need to be provided with shorter

passages to teach specific reading skills and strategies explicitly. Likewise, they need

to be encouraged to read longer texts without an emphasis on testing their skills.

Rumelhart views that the reader makes use of whatever strategies are needed

at given time (Pehrsson and Robinson, 1985:6) as the writer cited from Inocentia’s

thesis (2005: 18). The reader may place semantic or syntactic strategies, but when

necessary it will emphasize visual or auditory strategies. As a consequence, when the

text is difficult to understand and not highly predictable, a reader tends to read it more

slowly and make greater use of the graphic information. Out of those models above,

Reader’s background knowledge

Individual letters and sounds

Figure 2.6: Interactive Approach to Reading

Pehrsson and Robinson (1985: 6) Comprehension

Mitchell (1982: 2-3) as the writer cited from Inocentia’s thesis (2005: 18), argues that

it is likely that different people read in different ways. Thus, the strategy depends on

the response they make to the text. As Gibson and Levin (1975: 438) state that:

“A skilled reader is very selective. Sometimes he skims, sometimes he skips and sometimes he concentrates. He plans his strategy, suiting it to his interests, to the materials and to his purpose, which may be entertainment, searching the wants for job, reading someone else’s text while typing it, cramming for a quiz, completing a Double-Crostic, to name but few of a million or so possibilities”.

The meaning of all theories is that readers can use whatever strategy in

reading based on the time given. The reader may place their strategies in semantic

(related to the meaning of word) or syntactic (related to the meaning of sentences),

and when necessary the reader should emphasize their visual or auditory strategies.

As a consequence, the reader will read more slowly when the text is difficult to

understand and is not highly predictable; they tend to use graphic information thus. In

addition, based on Mitchell, out of the models above he argues that it is likely that

different people read in the different ways, the strategy depends on the response they

make to the text.

d. Teaching Reading Skills

According to Pearson and Fielding’s generative learning quoted by Urquhart

and Weir (1998: 83), there are three phases in teaching reading, including pre

writer combines the phases with the basic principles adapted from Anderson in

Nunan’s book A Practice English Language Teaching (2003: 74-77). Each phase will be further explained in line with its basic principles, as follows:

(1) Pre reading activities

Pre reading activities are important as they prepare students to read a

selection of material. The basic principles for pre reading activities are:

 Activate background knowledge

Reading is a process in which readers actively search for and construct

meaning by relating what they are reading to their background knowledge (Bonnie

and Jean, 2002: 83). Therefore, a reader’s background knowledge can influence

reading comprehension since it includes all experiences a reader brings to the text:

life experiences, educational experiences, knowledge of how text can be organized

rhetorically, knowledge of how one’s first language works, knowledge of how a

second language works and the cultural background and knowledge (Correll, 1983)

(Correll and Conor, 1991) as the writer cited from Maran (2005: 20). Moreover, Bill

Preston (2003, x) says that having students share their personal experiences before

they read serves several functions: it pools group knowledge, generates useful

language for discussing the piece and prepares students to make personal

 Build a vocabulary base

According to Anderson (1991), as cited by Nunan (2003: 74), basic

vocabulary should be explicitly taught and second language readers should be taught

to use context to effectively guess the meaning of less frequently used vocabulary.

Thus, there are three questions to enhance vocabulary instruction: what vocabulary

do the students need to know? How will they learn this vocabulary? How can a

teacher best see what the students need to know and what they now know?

 Set purposes and direction for teaching

Setting purposes for reading will help the students focus their attention on

what to look as for they read and help them to connect their background knowledge

with new information. This can be done by asking questions about the texts,

questions to which they would like to find answers in the text, and by making

predictions (Bonnie and Jean, 2002: 85).

(2) While-reading activities

While-reading activities should facilitate or enhance the students’ reading

comprehension. The basic principles are:

According to Beck et al. (1997), as cited by Bonnie and Jean (2002: 1991),

one of the techniques to monitor comprehension is by questioning the author. This is

because the students will engage in meaningful cognitive and metacognitive

interaction with the texts and assist them in the process of constructing meaning

from texts. The questions may include the following: What does the author try to say

here? What is the author’s message? What is the author talking about? Does the

author explain it clearly?

 Teach reading strategies

Strategies refer to the tools for active, self directed involvement that is

necessary for developing communicative ability (Oxford, 1996) as the writer cited

from Maran (2005: 22). According to the National Reading Panel, as cited by Bonnie

and Jean (2002: 71), strategies may include retelling drawing inferences, getting the

main idea, summarizing, visualizing and many other strategies. Since there is no

single set of processing strategies, Neil Anderson (1991) as cited by Nunan (2003:

76) says that the students need to learn how to use a range of reading strategies that

match with their purposes of reading.

 Encourage students to transform strategies into skills

According to Kawai, Oxford and Iran Nejad (2000), as cited by Nunan

learners consciously learn and practice specific reading strategies, the strategies

move from conscious to unconscious; from strategies to skills.

(3) Post reading activities

According to Bonnie and Jean (2002: 87), post reading activities should help

students do something with what they have just read in order to tighten the

connection between their background knowledge and information in the text. The

teacher needs to encourage them to think creatively and critically about what they

have read and to apply and extend their new learning. The activities include further

questioning, discussion, drama, writing music, application and outreach in the real

word.

e. Conclusion

It can be concluded that according to Pearson and Fielding’s generative

learning, there are three phases of teaching reading. The first phase is pre reading

activities. It is important to prepare the students to read a selection of material. There

are three basic principles for pre reading, the first one is to activate background

knowledge. It has the function for the readers actively search for what they are

reading related to their background knowledge. Reader’s background knowledge can

influence reading comprehension. The second one is to build a vocabulary base. It

has the function to use context to effectively guess the meaning of less frequently

used vocabulary. There are also three questions to enhance vocabulary instruction:

How can a teacher best see what the students need to know and what they now

know? The second principle is to set purpose and direction for teaching. It has the

function to help the students focus their attention on what to look for as they read

and help them to connect their background knowledge with new information. It can

be done by asking a question about the text and they can find the answer in the text.

The second phase in teaching reading is while reading activities. It should

facilitate or enhance the students’ reading comprehension. There are three basic

principles in it. The first one is teach for comprehension. It has the function to

monitor comprehension by questioning the author. The question may include; what

does the author try to say here? What is the author’s message? The second principle

is to teach reading strategies. According to Oxford, strategies refer to the tools for

active and self directed involvement. According to National Reading Panel,

strategies may include retelling drawing inferences, getting the main idea,

summarizing and many others. According to Neil Anderson, the students need to

learn how to use a range of reading strategies that match with their purpose of

reading. The third principle is to encourage students to transform strategies into

skills. According to Kawai, Oxford and Iran Nejad, an important distinction can be

made between strategies and skills.

The third phase is post reading activities. According to Bonnie and Jean, post

reading activities should help students do something with what they have just read.

3. Reading Works of Literature

Mc Worther as the writer cited from Maran (2005: 22) defines literature as the

branch of knowledge concerns with human thought and ideas and their expression in

written form. Literature focuses on the search for reasons, value and interpretation in

all areas of human interest and experience. Literature, then, concentrates on analysis,

subjective evaluation and interpretation of ideas expressed through literary,

philosophical or artistic works. The following explanation deals with the nature of

literature and the elements of novel.

a. The Nature of literature

The word ‘literature’ ultimately derives from the Latinlittera, meaning ‘letter of the alphabet’. The word came into English via court French, in the late fourteenth

century and for the next few centuries simply meant ‘acquaintance with book’ and

‘book learning’ in general. By extension, literature from the late eighteenth century

onwards, was narrowed and elevated so as to mean certain kinds of artistic or

aesthetic writing which were reckoned to be especially creative and imaginative,

fictional (not factual), stories (not histories) and the product especially gifted or

talented writers called authors. Literature then includes poetry, dramas, essay, short

stories and novels. Each is a literary form or genre, through which a writer shares his

or her view of the world and of humanity (Robe Pop, 2002) as the writer cited from

b. The Elements of Novel

Novel describes numerous actions that contribute to a character’s

development. Based on www.coolschool.ca/lor/EN10/unit6/U06L01.htm, there are

some features of novel:

 Theme

Theme is the central idea of the story or novel. It can usually be expressed in a

short statement about human nature, life, or the universe.

The theme or the overall idea is the very general one behind the author’s

entire effort and unifies the work. Themes are often large, universal ideas: life and

death, human values or human existence. To establish the theme, ask yourself, “What

is the author trying to say?” and try to explain it in a single sentence.

 Plot

Plot is the storyline; the ordered arrangement of incidents in a story. Plot

arises out of the conflict in the story, which is built to a climax. The plot is the basic

storyline-the sequence of events as they occur in the work. The plot also consists of

the actions through which the work’s meaning is expressed. It often begins by setting

the scene, introducing the main characters and providing background information

needed to follow the story. Often, there is a complication or problem that arises.

come to a climax: the points at which the outcome of the conflict will be decided. A

conclusion quickly follows as the story ends.

 Setting

Setting is the background in which the story takes place. The setting is the

time and place and circumstances in which the action occurs. The setting provides a

framework in which the actions occur and establishes an atmosphere in which the

characters interact. There are several aspects to setting:

(a) Place:This is the geographical location of the story. Since novels are lengthy, the story may move from one place to another.

(b) First, this refers to the period of history, if the story is set in the past. If the story

could happen now or at some recent unspecified time, we say that it is

"contemporary." If it is a science fiction story, it may be set in the future. Novels

usually span (take place over) a much longer period of time than short stories, so

you may need to say that a novel's setting in time is from 1937 to 1956. When

describing the setting of a portion of a novel, you may be able to specify the

season, month, and even time of day.

(c) Climate/Weather: This is an aspect of setting which is often forgotten, but it can

be important for a novel. If the story begins in the midst of a hurricane, it is

(d) Lifestyle: This refers to the daily life of the characters. If a story takes place in a

particular historical period, the lifestyle of the characters (e.g., whether they are

poor farmers or residents of the court) is part of the setting.

 Point of view

Point of view is the way a story is presented or from whose perspective or

mind the story is told. The story may be told from the perspective of a narrator who is

not one of the characters (first person point of view) or by the characters themselves

(third person point of view).

 Tone

The tone of a story suggests the author’s attitude. Like the tone of voice, tone

in a story suggests feeling. Many ingredients contribute to tone, including the

author’s choice of details, characters, events, and situations. The tone of the story

may be amusing, angry, or contemptuous.

 Characters

Characters are people in the story. Characters have particular personalities and

physical attributes that distinguish them from other character (Rohrberger and

Woods, 1971: 20). The process by which an author creates a character is called

characterization. There area two ways an author can characterize: direct and dramatic.

Meantime, the dramatic characterization means that the author describes how the

characters behave or speaks.

 Conflict

Conflict, the main struggle of the plot, may be within a character, between

two characters or between one or more character and some force in the environment.

c. Conclusion

The writer used the theories on the section three. It is about reading works of

literature which consists of the nature of literature and the elements of the novel. The

writer uses this theory because it is relevant with the design.

The writer discussed the elements of novel. Novel describes numerous actions

that contribute to a character’s development. The features of the novel are theme,

plot, setting, point of view, tone, characters and conflicts.

Theme is the central idea in the story or novel. Plot is the storyline; the

ordered arrangement of incidents in a story. Setting is the background in which the

story takes place. There are several aspects to setting: place, the period of history,

climate and lifestyle. The next feature of a novel is point of view. It is the way a

story is presented. The story may be told from the perspective of a narrator (first

The tone of a story suggests the author’s attitude. The tone of the story may be

amusing, angry, or contemptuous. Characters are people in the story. The process by

which an author creates a character is called characterization. There are two ways an

author can characterize: direct and dramatic. Direct characterization means that the

author describes the physical appearance, while dramatic characterization means that

the author describes how the characters behave or speak. The last feature is conflict.

It is the main struggle of the plot, may be within a character, between two characters

or more.

4. English Curriculum

The English curriculum here is School Based Curriculum, widely known as

KTSP. School Based Curriculum views language as communication, not only a set of

rules. Moreover, according to Depdiknas (2006: 1), the purposes of English learning

are:

1) Develop their communication competency in oral and written form to reach the informational literacy

2) Aware of the importance of English language to increase the competition in global socialization

3) Develop educators understanding about correlation between languages with culture

Furthermore, the standard competence for the eleventh grade of Senior High

School according to School Based Curriculum refers to:

The ability to understand and create various short functional text and monolog included essay in the forms text of procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The materials use of vocabulary, structure, and rhetoric steps (2006: 308).

The students’ competence will be explained in details as follows:

Table 2.1: Students’ Competence (KTSP, 2006: 315-317)

The Skills The Students’ Competences

Listening To respond the meaning of transactional (to get things done) and interpersonal (socialize) conversation in both formal and non-formal occasion which use various kind of simple spoken language accurately, fluently and acceptable in daily life; and it involves speech behaviour; give and ask the opinion, Speaking To express the meaning in short functional

text and monolog in the forms of simple report, narrative and analytical exposition in daily life context and to access the knowledge.

The Skills The Students’ Competences

Reading To express the meaning and rhetorical way accurately, fluently and acceptable to access the knowledge by using various kind of written language in daily life context in the text forms of report, narrative and analytical exposition.

Writing

To express the meaning in the form of short written functional text (for ex: banner, poster, pamphlet etc.) in both formal and non-formal occasion by using various kind of written language accurately, fluently and acceptable in daily life context.

The English curriculum here is School Based Curriculum according to

Depdiknas (2006: 1). The purposes of English learning are to develop students’

communication competency in oral and written informational literacy, to aware of the

importance of English language to increase the competition in global socialization

and to develop educators understanding about the correlation between language with

culture.

Then, the standard competence for the eleventh grade of Senior High School

according to School Based Curriculum refers to the ability to understand and create

various short functional texts and monolog, such as; procedure, descriptive recount,

narrative, report, news item, analytical exposition and etc. The materials use of

vocabulary, structure, and rhetoric steps. The students’ competence consist of four

skills; listening, speaking, reading, and writing. The skill that the writer wants to use,

meaning and rhetorical way accurately, fluently and acceptable to access the

knowledge by using various kinds of written language in daily life context in the

forms of report, narrative and analytical exposition.

B. Theoretical Framework

In conducting the study, the writer needs to have what she is going to do in

the research as its base. The writer has some steps in analyzing the study. The first

step is conducting survey research by delivering questionnaire and conducting an

interview. This is aimed to a clear description about what is actually needed by the

learners and what have been acquired by the students. Afterwards, the writer

formulates the objectives of material design based on School Based Curriculum and

the topics. Then, the writer states the basic competencies and indicator based on

School Based Curriculum that should be acquired by the students after undergoing

such learning experience. Next, the writer should design the subject content and

select the appropriate teaching-learning activities and instructional resources by

considering the theories of integrating reading and writing. Here, the writer gives

more focus on reading then writing as the follow-up activities. Having finished with

that, the next step which should be taken is evaluating the designed materials by

delivering the questionnaire sheets to the chosen respondents. Eventually, the writer

In designing reading materials based on intermediate English level novels for

the eleventh grade of Senior High School in Tiga Maret, Yogyakarta, the writer

chooses Kemp’s and Yalden’s design models to be adopted as the framework. The

Kemp’s model is chosen because of its feasibility to be used, effectiveness and

efficiency in achieving the goals and mainly because of its flexibility. The Yalden’s

model is chosen because the writer needs the first step in Yalden’s model as the need

analysis.

The other benefits are as follows:

 The model can be allied in all educational levels, from elementary school up to college or university.

 The model can be applied for an instructional unit or a single subject.

 The model is very flexible. This means that the designer does not begin the first stage. The designer may begin from any stage because all stages are interrelated.

The new framework is composed of eight elements, including conducting a

needs survey; determining goals, topic and purposes; learner characteristic;

formulating specific instructional objectives; listing subject content; selecting

teaching and learning activities; support services; evaluating and revising.

1. Conducting a Needs Survey

A needs survey is considered important in order to learn the students’ needs,

model. For this purpose, the writer distributes questionnaires to the eleventh grade of

Tiga Maret Senior High School, Yogyakarta to obtain some specific information

about the needs to improve their reading ability. These results are used as the starting

point in developing the materials.

2. Determining Goals, Topics, and General Purposes

The writer adopted Kemp’s model for the second step. According to Richard

(1990: 3), the goal is used as a basis for developing specific outcomes of the

programs, in this case is the designed set of materials. Moreover, the topics or themes

are chosen based on the necessity to achieve the goals. After determining the goal,

there should be objectives to meet the achievement. Since the learning was in line

with the School based Curriculum, the writer uses terms, Basic Competence to replace the termsObjectivesof this study.

3. Learner Characteristic

In this study, Kemp states that to serve both group and individual means that

teacher must obtain information about the students’ capabilities, needs, and interests.

4. Formulating Specific Instructional Objectives

This step, adopted from Kemp’s model, deals with the specification of the

indicators of what learners should achieve in every meeting. These objectives are set

in accordance with the topics that focus on reading based on literary themes. In this

study, the writer uses the term “Indicators” which is used to replace the “Specific Learning Objectives”in Kemp’s model.

This step, adopted from Kemp’s model, has the function of facilitating the

achievement of each objective. There would be four parts in each unit (Setting the

context, Reading the text, Responding to the text and Expansion) to replace the

pre-reading activities, while pre-reading activities and post pre-reading activities.

6. Selecting Teaching and Learning Activities

To enable the students to acquire reading ability based on works of literature,

the resources should be prepared from novels which are appropriate and interesting

for the age of the eleventh grade students of Senior High School. There also three

phases in teaching reading to help the students in reading comprehension. The first is

Pre-reading activities, in this part, the students are asked to answer some questions

before they read the reading text. The second is While-reading activities; in this

section the students are asked to read the reading text. Then, they will answer the

questions related to the passage. The third is Post-reading activities. In this part, the

students are asked to answer some questions. This part includes speaking and writing

skills. Moreover, the writer tries to arrange the materials used as the needs survey

that had already carried out in the first step. The writer uses language-based approach,

in which the students as the active participator whose job is to do tasks which will be

helpful both to support their interpretation and to create communication in the

classroom. The writer adopted this step from Kemp’s model.

This step adopted from Kemp’s model. The designer coordinates support

services, such as personnel, facilities, and schedules to carry out the instructional

materials into effect. Support services must be considered effective at the same time

that the instructional plans are being made and materials being selected.

8. Evaluating and Revising

The evaluation step, which comes from Kemp’s model, is done to observe the

students’ learning process, especially to learn whether the objectives are already

achieved or not. It is also important to evaluate the whole design so that any

necessary adjustments can be made.

Revising step, which comes from Kemp’s model is done to reach the final

design of reading materials from the final revision step.

The writer’s model can be seen as follows:

R E V I S I O N Conducting a Needs survey

Determining Goals, Topics, and Purposes

Formulating Specific Instructional Objectives Listing Subject Contents

Learner Characteristic

Figure 2.7: The Writer’s Model for Designing the Materials

CHAPTER III METHODOLOGY

This chapter focuses on the methodology used in the study to solve two

problem formulations previously mentioned. The first method is to find out how a set

eleventh grade students of Senior High School in Tiga Maret, Yogyakarta, is

designed. The second one is to present the designed set of materials.

Some important points referring to the research implementation are explained

in detail. The explanation includes the research methods, research participants,

research instruments, data gathering techniques, data analysis techniques and

research procedures.

A. Research Methods

In this study, the writer used Research and Development method. Educational

Research and Development is a process used to develop and validate educational

products. This method is based on Walter R. Borg (1983: 772). R and D functions as

the “umbrella” to justify the writer’s model. There are ten steps on Research and

Development cycle. In this case, the writer only used the first five steps. The five

steps are based on Research and Developments cycle as follows:

1. Research and information collecting, including review of literature, classroom

observations, and preparation of report or state of the art.

2. Planning, including defining skills, stating objectives determining course

sequence, and small scale feasibility testing.

3. Developing preliminary form of product, including preparation instructional

materials, handbooks, and evaluation devices. 42

4. Preliminary field testing. Conducted in school. Interview, observational and

questionnaire data are collected and analyzed.

5. Main product revision. Revision of product as suggested by the preliminary field

test results.

Using this method, the writer creates the design of English reading materials

using intermediate level novels. The opinions, suggestions, and evaluation would be

used as the basis of revising and improving the design of reading materials. It is

hoped that the reading skill using intermediate level novels would be better and

beneficial for the teachers and the students in Tiga Maret Senior High School.

Kemp’s model is also used in the design to help develop the materials in the

design. The design uses Kemp’s model for its flexibility because designers can start

from any steps and can choose the next step randomly. The writer uses the seven

steps from Kemp’s model and one step from Yalden’s model to design the

instruction.

The writer conducted surveys in this study. “A survey is a research technique

in which data is gathered by asking questions of a group of individuals called

respondents” (Ary et al, 2002: 374). Moreover, there are two ways in which data are

gathered, namely interviews and questionnaires. Thus, this survey was done by using

questionnaires and interviews, with the purpose of obtaining the data for the needs

analysis of this study and the evaluation of the proposed set of English instructional

a) Survey to find learners’ needs (pre-design survey)

This survey was conducted by distributing open ended questionnaires to the

eleventh grade students of Tiga Maret Senior High School and by doing an informal

interview with the eleventh grade English teacher of the related school. The purpose

of this survey was to find out the needs of the target learners so that the writer could

design the materials relevant with the target needs.

b) Survey to obtain feed back (post-design survey)

This survey was for materials evaluation. In this survey, the writer distributed

the questionnaires for the eleventh grade students of Tiga Maret Senior High School.

The questionnaire contains questions and alternative answers. The students will

choose the answers that will be provided. The writer also conducted an informal

interview with eleventh grade English teacher of the related school. The result of the

survey provided suggestion and recommendations from the respondents about the

designed materials. Both suggestion and recommendations were used in the

construction of the final version of the materials design set using intermediate level

novels based on works of literature for the eleventh grade students of Tiga Maret

Senior High School, Yogyakarta.

Comparing Research and Development with Kemp and Yalden Instructional

Design will determine the design. As stated above the writer uses the first five (5)

steps from R and D, the seven (7) steps adapted from Kemp’s model and one (1) step

collecting; this step includes the literature review, classroom observation, and

preparation of report of state of the art, this step similar to the steps adapted from

Yalden’s and Kemp’s model, Conducting a needs survey and Learner characteristic.

The next step in R and D is the Planning, this step similar to the steps adapted from

Kemp’s model, Determining goals, topics, and purposes, Formulating specific

instructional objectives, Listing subject contents and Selecting teaching and learning

activities. The third step in R and D is Develop preliminary form of product; this step

similar to the steps adapted from Kemp’s model, Support services. The fourth and the

fifth steps in R and D are Preliminary field testing and Main product revision; those

steps similar to the steps adapted from Kemp’s model, Evaluating and Revising.

It is clear from the above statement that Research and Development method

and the writer’s model – consisting of the seven (7) steps adapted from Kemp’s

model, and one (1) step adapted from Yalden’s model - share the same features in its

procedure. The writer’s model is in accordance with R and D method. For further

comparison between those procedures, see figure 3. 1 below:

The writer’s model is related to Research and Development method. It can be

seen as follows:

1. Research and information collecting. Includes review of literature, classroom observations, and preparation of report of state of the art

2. Planning. Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

3. Develop preliminary form of product. Includes preparation instructional

Conducting a Needs survey

Determining Goals, Topics, and Purposes

Formulating Specific Instructional Objectives

Figure 3. 1: Comparison between R and D method, the eight (8) steps adapted from Kemp’s Model and one (1) step adapted from Yalden’s Model

B. Research participants

In conducting this study, the writer sought information from the respondents

to obtain ways of improving the students’ reading skill, based on works of literature,

and assessment of the design set of materials. The respondents that the writer selected

were eleventh grade students of Tiga Maret Senior High School, the English teachers,

and the English lecturer.

The eleventh grade students of Tiga Maret Senior High School were involved

in this survey to find out information about their interests, needs, lacks, and wants in

reading. It was also important to know the students’ interest of having a new way of

their reading ability in English.

The English teacher of the related school was also involved as the interviewee

for pre-design and post-design survey. It was aimed at finding out the information

about the students’ need from a teacher’s perception. Furthermore, it was assumed

that she understood the real teaching situation in class on the eleventh grade students.

Thus, her comment provided information for designing the materials.

The English lecturers of Sanata Dharma University were also involved as the

respondents for post design survey. It was aimed at finding out the respondents’

feedback about the design materials. They were also considered as inputs for revising

the developed materials so that the writer could present the final version of the

designed materials.

Here is the description of the respondents who evaluated the designed

materials:

Tables 3.1: Respondents of the survey study

Number of respondents

Sex Educational

Background

Teaching experience in years

F M S1 S2 S3 1-5 6-10 10<

English Teacher

English Lecturer

C. Research Instruments

To find out whether the proposed instructional materials for the students of

the eleventh grade students Senior High School, Yogyakarta, were acceptable or not,

the study instruments were needed. The types of instruments used to gain the data

were as follows:

1) Interviews

Two basics types of question were used in interviews, according to the nature of

the response desired from the respondents. Those two types of interview were

open-ended and close-questions. Open ended questions permitted a free response

from the respondents to answer the questions rather than restrict the response to

choose among the stated alternatives. In closed questions interviews, the

interviewer read the question and presented the respondents with various

alternative response options (Ary et al, 1990: 418).

2) Questionnaires

There were two types of questionnaire: structured or close form and unstructured

or open form. The closed forms contained the question and alternative answer.

vi ABSTRACT

Paramita, Paulina Erawati. 2009.A Set of English Supplementary Reading Materials Using Intermediate Level Novels to the Eleventh Grade Students in Tiga Maret Senior High School, Yogyakarta. Yogyakarta: English Language Education, Department of Language and Arts Education, Faculty of Teachers Training and Education. Sanata Dharma University.

This study was conducted to design a set of English supplementary reading materials using intermediate level novels to the eleventh grade students in Tiga Maret Senior High School, Yogyakarta. The purpose of this design was “to respond to the meaning and rhetorical way of written text essay accurately, fluently and acceptable in daily life context and to access knowledge in the forms text of report, narrative and analytical exposition”.

There were two problems considered in this study. The first problem dealt with how a set of English supplementary reading materials using intermediate level novels for the second grade students of Senior High School, Yogyakarta, was designed. The second problem dealt with what the designed set of materials would look like.

The writer conducted two surveys to solve the problems above. They were pre-design and post-design surveys. The pre-design survey was aimed at gaining information for a needs analysis, which was to design the materials. This was done by distributing the questionnaires to two classes of second grade students in Tiga Maret Senior High School and by holding an informal interview with related English teacher. The post-design survey was aimed at gaining feedback and evaluation from respondents for the designed set of materials. The respondent was an English teacher of Tiga Maret Senior High School, an English teacher of De Britto Senior High School, two English teachers of SMAN 9 Senior High School, and one lecturer of English Language Study Program Sanata Dharma University.

In designing the materials, the writer applied eight steps which were adapted from Kemp’s and Yalden’s Instructional Design. The steps were: (1) Conducting a Needs Survey, (2) Determining Goals, Topics, and Purposes, (3) Learner Characteristics, (4) Formulating Specific Instructional Objectives, (5) Listing Subject Contents, (6) Selecting Teaching and Learning Activities, (7) Support Services, (8) Evaluating and Revising. The writer developed eight units which were determined according to the needs survey. Furthermore, each unit consisted of three sections, namely Setting the context, Reading the text and Responding to the text.

The descriptive statistic of the respondents’ opinions which was obtained from the post-design survey showed that the mean was in range between 3.6 up to 4.00 in the scale of 5.00. I also done the revision from the following respondents’ comments which said that the designed materials were good, well developed, well designed and interesting. In conclusion, the designed set of materials was fairly good

and acceptable. The writer hopes that this designed set of materials can give many benefits and be useful to improve the students’ skills, especially in reading.

viii ABSTRAK

Paramita, Paulina Erawati. 2009.A Set of English Supplementary Reading Materials Using Intermediate Level Novels to the Eleventh Grade Students in SMA Tiga Maret, Yogyakarta.Yogyakarta: Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Studi ini dilaksanakan untuk menyusun seperangkat materi tambahan bacaan bahasa Inggris yang menggunakan novel level menengah bagi siswa kelas dua SMA Tiga Maret, Yogyakarta. Tujuan penulisan materi ini adalah untuk “merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk:report, narrative,dananalytical exposition”.

Ada dua permasalahan yang perlu dipertimbangkan dalam studi ini. Masalah yang pertama berkaitan dengan bagaimana seperangkat materi tambahan bacaan bahasa Inggris yang mengunakan novel level menengah bagi siswa kelas dua SMA Tiga Maret, Yogyakarta disusun. Masalah kedua berkaitan dengan bentuk seperangkat materi tersebut.

Penulis mengadakan dua survei untuk memecahkan kedua masalah diatas. Survei tersebut adalah survei sebelum dan sesudah menyusun materi. Survei sebelum menyusun materi bertujuan untuk mendapatkan informasi untuk analisis kebutuhan, yaitu untuk menyusun materi. Survei ini dilaksanakan dengan membagikan kuesioner di dua kelas tingkat dua SMA Tiga Maret dan dengan mengadakan wawancara informal dengan guru bahasa Inggris terkait. Survei setelah menyusun materi bertujuan untuk memperoleh feedback dan evaluasi dari para responden untuk materi yang telah disusun sebelumnya. Para responden adalah seorang guru bahasa Inggris SMA Tiga Maret, seorang guru bahasa Inggris SMA De Britto, dua guru Bahasa Inggris SMAN 9, dan seorang dosen program studi Bahasa Inggris di Universitas Sanata Dharma.

Didalam menyusun materi pengajaran, penulis menerapkan delapan langkah yang diadaptasi dari model instruksional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) Mengadakan survey kebutuhan, (2) Menentukan tujuan dan topik, (3) Memahami karakter murid, (4) Merumuskan tujuan khusus, (5) Membuat daftar isi pokok materi, (6) Menyeleksi aktivitas belajar dan pembelajaran (7) Menyiapkan alat-alat yang mendukung pembelajaran (8) Mengevaluasi dan merevisi materi. Penulis mengembangkan delapan unit yang ditetapkan berdasarkan survei kebutuhan siswa. Selanjutnya, setiap unit terdiri dari tiga bagian, yaitu Setting the context, reading the text and Responding to the text.

Statistik deskriptif terhadap pendapat responden yang diperoleh dari survey setelah menyusun materi menunjukkan bahwa nilai rata-rata berkisar dari 3,6 sampai 4,0 pada skala 5,00. Penulis juga melakukan revisi dari komentar-komentar responden yang menyatakan bahwa rancangan materinya bagus, dikembangkan secara baik, dirancang dengan bagus, dan menarik Sebagai kesimpulan, desain materi

ini bagus dan layak. Penulis berharap materi ini dapat memberikan banyak manfaat dan berguna untuk meningkatkan keterampilan bahasa Inggris siswa, terutama dalam hal membaca.