A set of reading instructional materials using games for the eleventh graders of SMA N 11 Yogyakarta

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A SET OF READING INSTRUCTIONAL MATERIALS USING
GAMES FOR THE ELEVENTH GRADERS OF SMA N 11
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements
to Obtain Sarjana Pendidikan Degree
in English Language Education

By
Ratih Mayasari
Student Number: 08 1214 053

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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A SET OF READING INSTRUCTIONAL MATERIALS USING
GAMES FOR THE ELEVENTH GRADERS OF SMA N 11
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements
to Obtain Sarjana Pendidikan Degree

in English Language Education

By
Ratih Mayasari
Student Number: 08 1214 053

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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DEDICATION PAGE

“So do not fear, for I am with you; do not be
dismayed, for I am your God. I will strengthen
you and help you; I will uphold you with my
righteous right hand.”
Isaiah 41:10

This thesis is dedicated to:
My Lord Jesus Christ,
My beloved parents, my great sister, and my boyfriend

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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 the
references, as a scientific paper should.

Yogyakarta, May 22, 2013
The Writer

Ratih Mayasari
08 1214 053

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Ratih Mayasari

Nomor Mahasiswa

: 08 1214 053

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A Set of Reading Instructional Materials Using Games
for the Eleventh Graders of SMA N 11 Yogyakarta
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada
Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan 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 yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 22 Mei 2013
Yang menyatakan

Ratih Mayasari
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ABSTRACT

Mayasari, Ratih. 2013. A Set of Reading Instructional Materials Using Games for
the Eleventh Graders of SMA N 11 Yogyakarta. Yogyakarta: English Language
Education Study Program, Department of Language and Arts Education, Faculty
of Teachers Training and Education, Sanata Dharma University
Reading is an important skill that the students should master. Reading is
often related to the students’ success. The skill that is mostly taught to the students
is reading skill. Besides, English test in the form of reading is often employed to
measure students’ English language ability. Since the tests are mostly in the form
of reading section, it could be a problem if the students do not enjoy their reading
practice activities.This problem happens in the eleventh graders of SMA N 11
Yogyakarta. They need some interesting media, activities, or materials.Therefore,
this study attempts to design a set of reading instructional materials using games.
By the presence of games in reading activity, it is expected that the students’
problem would be solved.
There is a question formulated in the research problem. The question is
what does a set of reading instructional materials using games for the eleventh
graders of SMA N 11 Yogyakarta look like? To answer the research question, the
writer employed Educational Research and Development (Educational R & D)
study. The writer adapted four steps from Dick & Carey’s instructional design
model. They are 1) determine the instructional goal, 2) analyze learners and

contexts, 3) identify the learning objectives, and 4) develop and select
instructional materials
The final version of the designed materials includes four units. They are
Let’s be Proud of Our Culture, Flora and Fauna from Indonesia, Once Upon a
Time…, Let’s Love Our Environment. The designed materials are for the first
semester. Each unit lasts for 90 minutes. Each unit of the designed materials
consists of six tasks. There is a game in Task 5. The games are Choose the Flag
game which helps the students differentiate the characteristics of banner, poster,
and pamphlet; Guess it! game which makes the students read the detail
information from the texts; Narrative Story board game which helps the students
to retell and comprehend the story; and Which Paragraph game which helps the
students to read and comprehend each paragraph of the text carefully.
Key words: reading, instructional material, game

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ABSTRAK
Mayasari, Ratih. 2013. A Set of Reading Instructional Materials Using Games for
the Eleventh Graders of SMA N 11 Yogyakarta. Yogyakarta: Pendidikan Bahasa
Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sanata Dharma
Membaca adalah keterampilan penting yang semestinya dikuasai oleh
siswa. Membaca seringkali dikaitkan dengan kesuksesan belajar siswa.
Keterampilan berbahasa yang paling sering diajarkan kepada siswa adalah
keterampilan membaca. Selain itu, tes bahasa Inggris dalam bentuk membaca
seringkali digunakan dalam mengukur tingkat kemampuan berbahasa Inggris
siswa. Karena banyaknya tes dalam bentuk membaca, hal ini dapat menjadi
masalah apabila siswa tidak menikmati kegiatan membaca bahkan tidak ada
motivasi dalam berlatih membaca. Hal ini terjadi pula pada siswa kelas XI SMA
N 11 Yogyakarta. Mereka membutuhkan media, kegiatan, ataupun materi yang
menarik dalam proses belajar mereka. Untuk itu, studi ini mencoba mendesain
materi membaca menggunakan permainan. Adanya permainan dalam kegiatan
membaca diharapkan mampu mengatasi persoalan yang dihadapi oleh siswa.

Rumusan masalah dalam penelitian ini adalah seperti apakah materi
reading menggunakan game untuk siswa kelas XI SMA N 11 Yogyakarta? Untuk
menjawab pertanyaan dalam rumusan masalah tersebut penulis menggunakan
Educational Research and Development (Educational R & D). Penulis
mengadaptasi empat langkah dari Dick & Carey’s instructional design model.
Yaitu 1)Menentukan tujuan instruksi, 2)Menganalisa siswa dan konteks
3)Mengidentifikasi tujuan pembelajaran, dan 4)Mengembangkan dan menyeleksi
materi.
Versi akhir dari materi yang telah didesain terdiri dari empat unit.Yaitu
Let’s be Proud of Our Culture, Flora and Fauna from Indonesia, Once Upon a
Time…, dan Let’s Love Our Environment. Materi yang didesain dibuat untuk
semester ganjil. Tiap unitnya berakhir dalam waktu 90 menit. Tiap unit berisikan
enam latihan. Dan di Task 5 akan ada permainan. Permainan yang ada dalam
materi yang didesain terdiri dari Choose the Flag game untuk membantu siswa
membedakan ciri-ciri poster, banner, dan pamphlet; Guess it! game untuk
membantu siswa membaca informasi dalam teks secara detail; Narrative Story
board game untuk membantu siswa memahami dan menceritakan kembali cerita
dalam teks; dan Which Paragraph? game untuk membantu siswa berlatih
membaca dan memahami isi dari tiap paragraph dalam teks dengan teliti.
Kata kunci: reading, instructional material, game

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ACKNOWLEDGEMENTS

First of all, I would like to dedicate my first gratitude to Jesus Christ for
His blessings, help, and guidance so that I could finish my thesis. He always gives
the best things in my life. He always gives me spirit so that I could keep
continuing my life although I feel that my life is more difficult to pass.
I would like to address my sincere gratitude to my advisor, Christina
Kristiyani, S.Pd., M.Pd. for her willingness to share her knowledge with me. She
patiently guides me in writing this thesis, gives suggestions to me, and always
supports me. I also would like to address my sincere gratitude to Drs. Barli Bram,
M. Ed., Ph.D. for his willingness to guide me in checking the details of my thesis,
for his patience in guiding me, and for his support. I also would like to express my
sincere appreciation to Henny Herawati, S.Pd., M.Hum. and F. Widya Kiswara,
S.Pd., M.Hum. for willingly spending their time evaluating my designed
materials.
I deeply express my gratitude to all lecturers of the English Language
Education Study Program of Sanata Dharma University for their dedication,
guidance, and knowledge they shared during my study in the English Language
Education Study Program of Sanata Dharma University. I also thank PBI
secretariat staff, Mbak Danik and Mbak Tari for their service during my study.
I would like to address my deepest gratitude to my Mom for her love,
support, patience, care, and guidance. Besides, I deeply thank my Dad, Mbak
Maya, and Frans for their support, patience, and help. I wish to thank my
bestfriends (Prisca, Dhita, Rean, Astri), Minerva English Course (Fafa, Rei,
Agung, Bayu), the youth generation family (Pita, Angga, Ulin, Anggi, Winda,
Lisa, Detta, Andre) and PBI students 2008, thank you for the support,
encouragement, and for sharing knowledge. I would like to thank Ambar and
Wanda for the support and togetherness. Finally, I would like to thank those who
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had helped and supported me and could not be mentioned by name. I might not
finish my thesis without them.

Ratih Mayasari

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TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................................. i
APPROVAL PAGES ................................................................................................. ii
DEDICATION PAGE .............................................................................................. iv
STATEMENT OF WORK’S ORIGINALITY .......................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................................... vi
ABSTRACT ............................................................................................................. vii
ABSTRAK ................................................................................................................ viii
ACKNOWLEDGEMENTS ...................................................................................... ix
TABLE OF CONTENTS .......................................................................................... xi
LIST OF TABLES .................................................................................................. xiii
LIST OF FIGURES ................................................................................................ xiv
LIST OF APPENDICES .......................................................................................... xv
CHAPTER I. INTRODUCTION
A. Research Background ........................................................................ 1
B. Research Problem .............................................................................. 3
C. Problem Limitation ............................................................................ 4
D. Research Objective ............................................................................ 4
E. Research Benefits............................................................................... 4
F. Definition of Terms ............................................................................ 5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ..................................................................... 8
1. The Theory of Instructional Design ............................................. 8
2. The Theory of Curriculum.......................................................... 12
3. The Theories of Reading ............................................................ 13
4. Game in Language Teaching ...................................................... 17
B. Theoretical Framework .................................................................... 19
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CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ............................................................................. 21
B. Research Settings ............................................................................. 23
C. Research Participants ....................................................................... 24
D. Instruments and Data Gathering Technique .................................... 25
E. Data Analysis Technique ................................................................. 26
F. Research Procedure .......................................................................... 28
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Designed Reading Instructional Materials Using Games for
the 11th Graders of SMA N 11 Yogyakarta....................................... 31
1. The Goal of the Designed Materials........................................... 31
2. The Learners’ Characteristics ..................................................... 32
3. The Performance Objectives ...................................................... 34
4. The contents of the Designed Materials ..................................... 36
B. The Final Version of the Designed Materials .................................. 37
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ..................................................................................... 45
B. Recommendations............................................................................ 47
REFERENCES ........................................................................................................ 48
APPENDICES ......................................................................................................... 50

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LIST OF TABLES

Table

Page

3.1. The Main Points of Pre-designed Questionnaire ................................................ 25
3.2. The Main Points of Post-designed Questionnaire ............................................... 26
3.3. Four Points of Agreement ................................................................................... 27
4.1. The Competency Standard and Basic Competences of Reading Skill for the
Eleventh Graders ................................................................................................ 32
4.2. The Data of the Classes....................................................................................... 32
4.3. The Learners’ Characteristics ............................................................................. 33
4.4. The Learning objectives 11th Graders of SMA N 11 YK .................................... 35
4.5. The Topic and the Title of the Designed Materials ............................................ 36
4.6. Evaluator’s Background Result .......................................................................... 38
4.7. Data Presentation Table for the Second Questionnaire ...................................... 38
4.8. The Strengths, Weaknesses of the Designed Material and the Suggestions for
the Designed Material......................................................................................... 40

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LIST OF FIGURES

Figure

Page

1. Dick & Carey’s Model ..................................................................................... 9
2 Teaching and Learning Cycle ......................................................................... 15
3. Modified Instructional Design ....................................................................... 19

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LIST OF APPENDICES

APPENDIX A: The Permission Letter ............................................................. 50
APPENDIX B: Syllabus ................................................................................... 54
APPENDIX C: The Pre-designed Questionnaire.............................................. 56
APPENDIX D: The Post-designed Questionnaire ............................................ 58
APPENDIX E: The Result of the Pre-designed Questionnaire ........................ 61
APPENDIX F: Gambaran Umum .................................................................... 62
APPENDIX G: The Designed Materials .......................................................... 67

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CHAPTER I
INTRODUCTION

In this chapter, there are six sections that the writer will discuss. The writer
will discuss the research background, research problem, problem limitation,
research objective, research benefits, and the definition of the terms of the
research that the writer employs. This chapter supposed to assist the readers on
imagining the nature and the content of the proposed study.
A. Research Background
In learning anything, the students should read and comprehend many texts
so that they could gain information and enrich their knowledge. Pretorius (2000)
states, “… there is a strong correlation between reading and academic success”
(p.35). The presence of relation between reading and student’s success is also
stated by Shoebottom (1996), “a student who is a good reader is more likely to do
well in school and pass exams than a student who is a weak reader” (p.1). With
similar idea Crushenbery (1985) states, ”a student’s success in the school
environment is highly correlated to his/her ability to comprehend the textbook and
other required reading material” (p.57). Therefore, it is important for the students
to master reading skill.
Reading skill is also important for senior high school students in learning
English language. In the process of learning English language subject, senior high
school students should deal with many kinds of functional and genre text.

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Ruang lingkup mata pelajaran Bahasa Inggris di SMA/MA meliputi: …
kemampuan memahami dan menciptakan berbagai teks fungsional pendek
dan monolog serta esei berbentuk procedure, descriptive, recount,
narrative, report, news item, analytical exposition, hortatory exposition,
spoof, explanation, discussion, review, public speaking. Gradasi bahan
ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkahlangkah retorika (Peraturan Menteri Pendidikan Nasional Republik
Indonesia, 2006, p. 308).
Thereby, in their level, senior high school students are expected to
recognize and comprehend many kinds of functional and genre text. Many kinds
of functional and genre text are provided for them by the teacher so that they
could practice to read, recognize the characteristic, and comprehend those texts in
some or almost all of the English language subject meetings. The students’
learning activities in English language subject would be full of reading activities.
To measure students’ ability in English language, the students should deal
with the English language examinations. An example of the English examinations
for senior high school students in Indonesia is UN (Ujian Nasional) that is still
implemented. There are two skills that are included in order to measure the
students’ English ability. They are listening and reading skill.
In UN, the reading section is longer compared with the listening section.
Sukyadi & Mardiani (2011) state as follows.
… the school year 2003/2004 the English National Examination in
Indonesia has included…20 listening questions and 40 reading
questions…In the school year 2008/2009, ENE test items consisted of 15
listening questions and 35 reading questions (p. 100).
As the result, to be able to pass UN for English language subject, the
students should learn, practice and master reading skill more than the other skills.

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The writer conducts the research in SMA N 11 Yogyakarta related to the
fact that the students in SMA N 11 Yogyakarta should read many English texts to
practice their reading skill. Besides, they finally would join English examinations
that are mostly in the form of reading section. The presence of the reading
practices in their daily learning activities could make the students encounter the
boredom.
While having Program Pengalaman Lapangan (PPL) in SMA N 11
Yogyakarta, the writer found that the students often requested for some games,
videos, movies or other interesting media to be put in their learning activity. They
admitted that they felt the boredom in learning with the same way inside the class
every time and every day. When the writer employed a game in teaching English
the students’ responses in that time were very happy and enjoyed the learning
activity.
For that reason, the writer designed reading materials for the eleventh
graders of SMA N 11 Yogyakarta. The writer decided to put games in the reading
materials. The writer expects that the presence of games in the reading materials
could solve their boredom.
B. Research Problem
This study attempts to answer the formulated research question: What does
a set of reading instructional materials using games for the eleventh graders of
SMA N 11 Yogyakarta look like?

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C. Problem Limitation
This study is limited in English language teaching area. This study focuses
on designing and developing the reading instructional materials using games for
the eleventh graders of SMA N 11 Yogyakarta. Therefore, the designed materials
are specifically made for SMA N 11 Yogyakarta grade XI. This study will not
discuss the implementation of the designed materials. This study involves the
eleventh graders of SMA N 11 Yogyakarta in order to support the study about their
needs of any interesting media, activities or materials. Besides, this study involves
the English teacher of SMA N 11 Yogyakarta and lecturers of English Language
Study Program in evaluating the proposed designed materials.
D. Research Objective
The aim of this study is to design reading materials using games for 11th
graders of SMA N 11 Yogyakarta. This aim will be achieved by presenting the
reading materials using games for the eleventh graders of SMA N 11 Yogyakarta.
E. Research Benefits
This research is expected to be useful for the development of English
Education in Indonesia that is to make the variation ways in teaching reading skill.
This research is also expected to be useful for some people as follows.
1.English teacher
The result of the research is effective for learning activity in reading skill.
Therefore the teacher may employ the designed reading materials as the media

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that could be conducted in the class. This research is also expected to inspire the
English teachers to improve their creativities in making other interesting materials
for teaching reading skill to the students.
2.The students
The result of this research shows that the designed materials are already
suitable. Therefore, it could be employed by the students to practice their reading
skill while in the same time they could enjoy the learning activity. Moreover, if
the students want to practice their reading skill, they could conduct this way
without the teacher or outside the classroom or the school. They may employ the
designed games with their friends if they want to practice their reading skill.
3.Other researchers
For the next researchers, the next researcher may continue this research by
conducting Class Action Research (CAR). The next researcher could also conduct
further specific research. The presence of this research hopefully could inspire the
next researcher in conducting research.
F. Definition of Terms
The writer attempts to conduct research on designing a set of reading
instructional materials using games for the eleventh graders of SMA N 11
Yogyakarta. The writer would inform the reader about the definition of reading,
instructional material, and game.

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1. Reading

Urquhart (1998) states his opinion about the definition of reading, ”a
reading skill could be described roughly as a cognitive ability which a person is
able to use when interacting with written text”. (p. 88). Nunan (1989) defines the
word reading in his book, “…reading is an interactive process between what a
reader already knows about a given topic or subject and what the writer writes” (p.
33). While according to Pang, Muaka, Bernhardt, & Kamil (2003), “reading is
about understanding written texts. It is a complex activity that involves both
perception and thought” (p. 6). In this study, the definition of reading skill is the
students’ capability of obtaining information and knowledge from some texts
provided by teacher. Reading is also defined as students’ learning activity in
collecting some information and knowledge from some texts provided by the
teacher.
2. Instructional Material

Richards & Rogers (2001) explain, “the instructional materials…define or
suggest the intensity of coverage for syllabus items or tasks require…also define
or imply the day-to-day learning objectives that collectively constitute the goals of
the syllabus” (p. 29). Dick and Carey (1978) argue that instructional material
refers to modules. They state, ”a module is a self-contained or self instructional
unit of instruction that has an integrated theme, provides students with
information needed to acquire specified knowledge and skills, and serves as one
component of a total curriculum” (p. 5). In this study the term ‘instructional

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material’ is the materials designed and suggested by the writer to be employed at
teaching-learning activity in the class by the teacher.
3. Game
Wright, Betteridge, & Buckby (2006) state, “a game is an activity which is
entertaining and engaging, often challenging, and an activity in which the learners
play and usually interact with others”(p. 1). As Wright, Betteridge, & Buckby
(2006) state, in this study, a game is the activity which makes a learner play and
interact with other learners. It could entertain, engage, and challenge the learners
while they are learning. In this study, a game is an activity for the teacher to teach
reading skill of English language for the students. A game is also an activity for
motivating the students to have the willingness to learn the English language,
especially for reading some texts.

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CHAPTER II
REVIEW OF RELATED LITERATURE

The writer employed some theories as the guidance to the writer to
conduct the research. In this section, the writer will discuss theoretical description
and the theoretical framework. In the theoretical description, the writer reviews
about some theories regarding to the study. In the theoretical framework, the
writer describes the steps of the study related to the theories.
A. Theoretical Description
There are some theories that the writer employed in this study. In this
section the writer would review theory of instructional design, the theory
curriculum, the theory of reading, and the theory of game related to the study.
1. The theory of instructional design
There are several instructional design models that the teachers could use in
designing the materials. In this study, the writer focuses on Dick and Carey’s
model of instructional design. The Dick and Carey’s model of instructional design
consists of complete steps. Nonetheless, Dick and Carey’s instructional design
model is not as complex as other instructional design model. Dick and Carey’s
instructional design model describes nine phases of instruction. It is started by
identifying instructional goals and concluded by designing and conducting the
summative evaluation, as seen on Figure 1.
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Figure 1. The Dick & Carey’s Model (Dick & Carey, 1996)

a. Identify instructional goal
The first step is determining the goal. The instructional designer should
know what intended outcomes are expected from the students whenever the
students have completed the instruction. This can be obtained from the list of
goals, performance analysis, needs assessment, and other requirements.
b. Conduct instructional analysis
After determining the goal, the next step is analyzing the instructional
goal. It means determining what the students do when they perform the
established goal. The instructional designer should decide what skills, knowledge,
and attitudes are expected from the students so that they could begin the
instruction.

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c. Analyze the learners and contexts
Besides analyzing the instructional goal, the instructional designer should
analyze the students and the contexts. Collecting the information about students,
the context in which they learn the skills, and the context in which they will
employ them is important in designing the instruction. That information can be
useful for the next steps.
d. Write performance objectives
The fourth step is writing performance objective. This performance
objective can be written based on the first and second step. The instructional
designer should write more specific statement about the skills to be learned, the
condition, and also the criteria for successful performance.
e. Develop assessment instruments
The next step is developing assessment instruments. This assessment
instruments are developed based on the established objectives. This assessment
should be appropriate to measure the students’ ability to perform the objective.
f. Develop instructional strategy
After developing the assessment instruments, the instructional designer
should develop instructional strategy. This instructional strategy is developed
based on the previous five steps. The instructional strategy should emphasize
components to support learning activities, including pre-instructional activities,

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content presentation, students’ participation, assessment, and follow through
activities.
g. Develop and select instructional materials
In this seventh step, the instructional designer should develop and select
instructional materials. This instruction is developed based on the instructional
strategy. It includes students’ guidance, instructional materials, and assessments.
h. Design and conduct formative evaluation of instruction
After making the instruction draft, it is necessary to have evaluations to
collect the data. These data are employed to identify whether there is any
improvement of the instruction or not. There are three types of formative
evaluation that the instructional designer could employ, they are one-to-one
evaluation, small-group evaluation, and field-trial evaluation.
i. Revise the instruction
In this step the data from formative evaluation is employed to reexamine
the validity of the instructional analysis. All of the data are reviewed. Finally, the
instruction can be revised so that the instruction can be more effective.
j. Design and conduct summative evaluation.
As the final step, the instructional designer should design and conduct
summative evaluation. This is actually not included as the process of the

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designing, but as a final evaluation for the instructional design. This involves the
instructional designer as an independent evaluator.
2. The theory of curriculum
Richards & Renandya (2002) define, ”the term curriculum refers to all aspects
of the planning, implementation and evaluation of an educational program, the why,
how, and how well together with the what of the teaching-learning process” (p. 70).
SMA Negeri 11 Yogyakarta employs Kurikulum Tingkat Satuan Pendidikan (KTSP)
in education. This curriculum is employed in SMA N 11 Yogyakarta since 2006/2007.

Based on this curriculum, the teachers in SMA N 11 Yogyakarta could
develop the syllabus for teaching the students by themselves.
Sekolah dan komite sekolah, atau madrasah dan komite madrasah,
mengembangkan kurikulum tingkat satuan pendidikan dan silabusnya
berdasarkan kerangka dasar kurikulum dan standar kompetensi lulusan, di
bawah supervisi dinas kabupaten/kota yang bertanggungjawab di bidang
pendidikan untuk SD, SMP, SMA, dan SMK, dan departemen yang
menangani urusan pemerintahan di bidang agama untuk MI, MTs, MA, dan
MAK (Peraturan Pemerintah Republik Indonesia, 2005, p. 16).

Even though the teacher could develop the syllabus, the government had
determined the English material scope for senior high school students in Indonesia
which should be employed by the English teachers. Based on Peraturan Menteri
Pendidikan Nasional Republik Indonesia (2006), one of English material scope
for senior high school students is the ability to comprehend and create any
functional text, monologue, and essay in the form of procedure, descriptive,
recount, narrative, report, news item, analytical exposition, hortatory exposition,

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spoof, explanation, discussion, review, public speaking. The process would be
visible at the use of vocabulary, grammar, and generic structure of the text.
3. The theories of reading
There are some theories which are in connection with reading. In this
section, first, the writer reviews the theories on the importance of reading. Second,
the writer reviews the theories of designing reading excercise.
a. The importance of reading
Reading can be useful for extending our knowledge. Besides, reading can
refresh our mind. Pang, Muaka, Bernhardt, & Kamil (2003) state, “it enables us to
gain new knowledge, enjoy literature, and do everyday things that are part and
parcel of modern life, such as, reading the newspapers, job listings, instruction
manuals, maps and so on” (p. 6). But if we do not know what we are reading, we
are not gaining any knowledge or not getting refreshed by any activity of reading.
According to Pretorius (2000), “whether we read for entertainment, relaxation,
study or work purposes, we are not going to be entertained, relax, study, or do our
work properly if we do not understand what it is we are reading” (p. 34). Reading
is also important for students in learning any language including the English
language. By reading, the students are able to extend their knowledge.
b. Designing reading exercises
In teaching the target language which is in connection with both written
and spoken text, the teacher could use teaching and learning cycle. According to

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Hammond, Burns, Joyce, Brosan, & Gerot, there are four stages in teaching and
learning cycle as follows (as cited in Harwati, 2009, p. 1-2).
1) Building knowledge of the field
The first stage of the stages in teaching and learning cycle is building
knowledge of the field. In this step, the students are expected to build up their
knowledge of the field of the text. In this stage, the role of the teacher is very
dominant. Teacher provides some instructions and explanations to the students so
that they could build up their knowledge of the field of the target text.
2) Modelling of text
In this step the students are provided an example by the teacher. By the
example provided to them, the students are expected to investigate the social
function of the text. In this step, the teacher should encourage the students to show
their understanding of the text.
3) Joint construction
This third step is the most important step. In this step, the students begin to
show their role. The teacher and the students have the equal responsibility in
developing the text. The teacher just becomes a part of the dialogue among the
students.
4) Independent construction
The fourth step is independent construction. In this step, the teacher
assesses the student to control the text independently. There is no contribution

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from the teacher. This step is necessary in order to make the students gain
information of the target text independently.
This teaching and learning cycle is flexible. The teacher could enter any
phases of the cycle, depending on the students’ readiness. The teaching and
learning cycle of Hammond, Burns, Joyce, Brosan, & Gerot would be presented in
Figure 2.

Figure 2. Hammond, Burns, Joyce, Brosan, & Gerots’ teaching learning cycle (as cited in
Rohim, 2009, p. 22)

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In designing the reading materials, the teacher could put some kinds of
reading. According to Urquhart (1998) there are five kinds of reading. They are
search reading, careful reading, browsing, skimming, and scanning.
1) Search reading
Search reading is locating information on predetermined topics. The reader
wants information to answer set questions or to provide data. By predetermined
topics the reader does not necessarily have to establish a macropropositional
structure for the whole of the text.
2) Careful reading
This kind of reading is favoured by many educationalists and
psychologists to the exclusion of all other types. It is associated with reading to
learn. The example of careful reading is reading the textbook.
3) Browsing
This type of reading is to describe the sort of reading where goals are not
well defined. Besides, parts of a text may be skipped fairly randomly. There is
little attempt to integrate the information into a macrostructure.
4) Skimming
Skimming is reading for gist. The reader attempts to find information from
the whole text. Nonetheless, the reader avoids looking the detail.
5) Scanning
Scanning is reading selectively to achieve very specific reading goals. The
main feature of scanning is that any part of the text which does not contain the

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preselected symbol (s) is dismissed. It may involve looking for specific
words/phrases, figures/percentages, names, dates, etc.
Besides paying attention to the stages of teaching-learning cycle and the
types of reading, the teacher should pay attention to the features of a good reading
exercise when the teacher intends to design or choose reading exercise. According
to Nation (1979) a good reading exercise has four characteristics as follows.
1) direct the learners’ attention to the reading text, or at least part of it in order to
do the exercise.
2) direct the learners’ attention to the features of the text with the aim to develop
in the language learner the ability to comprehend texts, not to guide him to
comprehension of a text.
3) provide the teacher and the learners with useful information about the learners
performance on the exercise.
4) easy to make (p. 85).
Therefore according to Nation (1979), it could be concluded that good
reading exercise requires the learners to read the text, focuses on items or
strategies that apply to any text, provides useful feedback both for the learners and
the teacher, and is also easy to make.
4. Game in language teaching
Preparing the interesting material could be one of the ways to make the
student participate actively in the teaching-learning activities. Lee (1979) suggests
the language teachers, “it is essential, however, that lessons should be well

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prepared and pleasantly and brightly conducted, so that learners actively use the
language most of the time” (p. 10). He conveys, “it is now very generally
accepted that language teaching not merely can be but should be enjoyable” (p. 1).
In order to make the lesson more interesting, the language teacher could
employ games as the media in teaching the target language. According to Bell &
Wieckert (1985), “games increase motivation, help the socialization process,
clarify perplexing concepts, and integrate students with diverse ability levels” (p.
xxii). She continues by stating, “educational games, however, use the student’s
way of viewing things. They present concrete problems in a simplified but
dramatic form” (p. xix). Those statements show the advantage that the students
could obtain whenever there is a game in the teaching learning activity. Not only
for the students, game would be useful for the teacher to be closer to the students.
Lee (1979) states, “…games bring teacher and learners into more agreeable and
more intimate relationship, and that too helps to ease the process of learning and
teaching” (p. 12).
Game is also suitable for reading activity. According to Brigham (1981)
there are some reasons why the students probably do not want to do reading. The
first is that the earliest passages they are asked to read are probably not very
interesting. The second reason is the methodology of teaching initial reading is
often unexciting. Therefore, the teacher could use game in teaching reading.
Brigham (1981) states, “Indeed, games should actually lead to an improvement in
reading ability. The stimulus of competition should help the reader to increase his
reading speed and to develop efficient reading strategies”(p. 67).

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B. Theoretical Framework
In this section, the writer would summarize and synthesize all theories
mentioned in theoretical description. This research adapts Dick & Carey’s
instructional design model (1996). The reason of choosing this model is that the
Dick & Carey’s model consists of more complete steps and it is not as complex as
other models. The writer adapts four steps from Dick and Carey’s model. They
are identifying the goal, analyzing the learners and contexts, writing perfomance
objectives, and developing and selecting the instructional materials. The
instructional design model that the writer adapt would be presented in Figure 3.

Identify the
goal

Analyze
learners and
contexts

Write
performance
objectives

Design and
select the
instructional
materials

Figure 3. Modified instructional design model

The competency standard and basic competence of Kurikulum KTSP were
employed in this research as the goal of the instructional materials. Afterwards,
the topics of the designed materials were determined from the competency
standard and basic competence. The writer also developed the learning objectives
of the designed materials from the competency standard and basic competence of
Kurikulum KTSP.
As mentioned in the theoretical description, reading is important related to
the students’ academic process. Therefore this research attempts to design reading

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materials. The materials were developed based on Hammond, Burns, Joyce,
Brosan, & Gerots’ teaching learning cycle, namely building knowledge of the
field, modeling of the text, joint construction and independent construction. The
materials were also developed based on the types of reading and the
characteristics of the good reading exercise. Games are provided in the materials.

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CHAPTER III
RESEARCH METHODOLOGY

In this section, the writer would focus on the research methodology. It is
divided into several parts. They are the research method, research setting, research
participants, instruments and data gathering technique, data analysis technique,
and research procedure.
A. Research Method
The type of research that the writer conducted is educational research &
development. Borg & Gall (1983) state,” educational research and development
(R & D) is a process used to develop and validate educational products” (p. 772).
The term ‘products’ that Borg & Gall (1983) mean includes not only the materials
objects but also refers to the established procedures and processes.
This research attempted to design materials which are useful and suitable
for the students’ needs both in present and the future, and to develop reading
material based on the theory. In developing the materials, the writer adapts four
steps from nine steps of Dick & Carey’s (1996) instructional design model. They
are identifying the goal, analyzing the learners’ characteristics, writing
performance objectives, and designing the materials.
1. Identifying the goal
The first step is identifying the goal. The goals of the designed materials
were from the competency standard and basic competence of Kurikulum KTSP.
21

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The competency standard and basic competence employed in this research is
specifically the competency standard and basic competence of reading skill for the
eleventh graders.
2.Analyze learners and contexts
In this step, the writer attempts to see the students’ characteristic and
condition. The writer should know how the eleventh graders of SMA N 11
Yogyakarta learn. This step was taken through distributing the pre-design
questionnaire to the eleventh graders of SMA N 11 Yogyakarta. The aim of this
step would be achieved by the visibility of the students’ needs, lacks, and wants.
The result of the need analysis helped the writer in designing the materials.
3.Write performance objectives
The third step that the writer conducted is writing performance objectives.
The topics were determined based on the competency standard and basic
competence mentioned in Peraturan Menteri Pendidikan Nasional Republik
Indonesia (2006). This step was taken by writing the indicators in the syllabus for
the English subject in the first semester of the eleventh graders of SMA N 11
Yogyakarta.
4.Develop and select the instructional materials
The next step after determining the learning objectives was developing
the instructional materials. In this step the writer designed reading materials using
game. The materials were made based on the determined objectives. The tasks

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were developed based on Hammond, Burns, Joyce, Brosan, & Gerots’ teaching
learning cycle. Therefore, each unit of the designed materials consists of building
knowledge of the field stage, modeling of the text stage, joint construction stage,
and independent construction stage. Besides, the writer put a game in each unit as
there would be many benefits of the game that the learners could get as mentioned
in the theoretical description in the chapter II.
In designing the instructional materials, the writer also needed to have
evaluation of the instructional materials. To evaluate the designed materials, the
writer gave the post-design questionnaire to the English teacher of SMA N 11
Yogyakarta and the English Education Study Program of Sanata Dharma
University lecturers. Therefore, the writer could know the weaknesses of the
designed materials and suggestions from the evaluators. Having known the
weaknesses of the designed materials, the writer revised the materials. The
materials were revised based on the evaluators’ suggestions. It was conducted for
several times until the instructional materials could be said as appropriate
materials for the eleventh graders of SMA N 11 Yogyakarta.
B. Research Settings
The writer chose SMA N 11 Yogyakarta as the research setting in
conducting the research. SMA N 11 Yogyakarta is one of other 10 public schools
in Yogyakarta. It is close to Tugu Jogja. This school was built on 1897 and was
firstly employed as school of teacher training. In 1989, the government changed
the function of this school into senior high school and the name is SMA N 11

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Yogyakarta. The writer did PPL in this school. The writer found some problems
that the eleventh graders confessed to the writer. Therefore, the writer attempts to
help them by conducting this research.
C. Research Participants
The research participants were the eleventh graders of SMA N 11
Yogyakarta, English Teacher of SMA N 11 Yogyakarta, and also the writer’s
lecturers. Before designi