Designing a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade students in SMA Stella Duce I Yogyakarta.

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vii ABSTRACT

Yerinta, Agatha Pepy. 2010. Designing a Set of English Instructional Reading Materials Based on Reciprocal Teaching Strategy for the First Semester of the Tenth Grade Students in SMA Stella Duce I Yogyakarta. Yogyakarta: English Language Education Study Program: Sanata Dharma University.

The reading abilities determine the success of reading comprehension. Therefore, the students need to master reading skills to attain the comprehension achievement. Reciprocal teaching strategy proposed by Brown and Palinscar (1984) provides four strategies that support their reading comprehension mastery. They are predicting, questioning, clarifying and summarizing. This study was conducted to design a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade students in SMA Stella Duce I Yogyakarta. There were two research questions in this study: (1) How is a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade in SMA Stella Duce I Yogyakarta designed? and (2) What does the designed set of English instructional reading materials based on reciprocal teaching strategy for first semester of the tenth grade in SMA Stella Duce I Yogyakarta look like?

The writer adapted Kemp’s and Yalden’s instructional design models to answer the first question. There were nine steps employed. They were: (1) Conducting Needs Analysis, (2) Considering Goals, Topics and General Purposes, (3) Selecting the Syllabus types, (4) Specifying the Learning Objectives, (5) Selecting the Subject Content, (6) Selecting the Teaching-Learning Activities, (7) Designing the Materials, (8) Evaluating the Materials, and (9) Revising the Designed Materials.

The writer employed five steps of Research and Development cycle based on Borg and Gall. The steps were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main product Revision.

The result of the materials evaluation, based on Preliminary Field Testing questionnaire, ranged from 3.75 up to 4.25. This showed that the designed materials were good and acceptable. The writer presented the final version of the designed materials after conducting some revisions based on the comments and suggestion to answer the second question. There are eight units in the designed materials. Each unit covers four strategies, called predicting, questioning, clarifying and summarizing.

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viii ABSTRAK

Kemampuan membaca menentukan kesuksesan dalam pemahaman bacaan. Oleh karena itu, para siswa perlu menguasai keterampilan dalam membaca untuk mencapai pemahaman dalam membaca. Reciprocal teaching strategy yang dikembangkan oleh Brown dan Palinscar (1984) menyuguhkan empat strategi, yaitu predicting, questioning, clarifying dan summarizing. Kajian ini dilaksanakan untuk mendesain materi membaca instruksional bahasa inggris berdasarkan reciprocal teaching strategy untuk kelas sepuluh semester pertama di SMA Stella Duce I Yogyakarta. Ada dua pertanyan dalam penelitian ini, yaitu: (1) Bagaimana materi membaca instruksional bahasa Inggris berdasarkan reciprocal teaching strategy untuk kelas sepuluh semester pertama di SMA Stella Duce I Yogyakarta dikembangkan? dan (2) Seperti apa materi membaca instruksional bahasa inggris berdasarkan reciprocal teaching strategy untuk kelas sepuluh semester pertama di SMA Stella Duce I Yogyakarta tersebut?

Penulis mengadaptasi model desain instruksional dari Kemp dan Yalden untuk menjawab pertanyaan pertama. Ada sembilan langkah yang digunakan. Langkah-langkah tersebut adalah: (1)Melaksanakan Analisis Kebutuhan, (2) Menentukan Tujuan, Topik dan Tujuan Umum, (3) Menentukan Tipe Silabus, (4) Menentukan Objektif , (5) Menentukan Isi Pembelajaran, (6) Menentukan Kegiatan Belajar Mengajar, (7) Mendesain Materi, (8) Mengevaluasi Materi, dan (9) Memperbaiki Materi.

Penulis menggunakan lima langkah dari siklus R & D. Langkah-langkah tersebut adalah: (1) Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal dari Produk, (4) Pengujian Awal Lapangan, dan (5) Perbaikan Produk Utama.

Berdasarkan hasil kuesioner Pengujian Awal Lapangan, hasil dari evaluasi materi berkisar antara 3.75 sampai 4.25. Ini menunjukan bahwa materi yang didesain bagus dan dapat diterima. Penulis mempresentasikan versi akhir dari materi, setelah melakukan perbaikan berdasarkan pendapat dan saran, untuk menjawab pertanyaan kedua. Ada delapan unit dalam materi. Masing-masing unit mencakup empat strategi, yaitu: predicting, questioning, clarifying dan summarizing.

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL READING MATERIALS BASED ON RECIPROCAL TEACHING STRATEGY FOR THE FIRST SEMESTER OF THE TENTH GRADE STUDENTS

IN SMA STELLA DUCE I YOGYAKARTA

A THESIS

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

in English Language Education

Agatha Pepy Yerinta Student Number: 051214007

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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When you keep saying you have no time, then you will never have time

When you keep saying you are busy, then you are never free

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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, March 10, 2010

The writer

Agatha Pepy Yerinta 051214007

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Agatha Pepy Yerinta

Nomor Mahasiswa : 051214007

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

“DESIGNING A SET OF ENGLISH INSTRUCTIONAL READING MATERIALS BASED ON RECIPROCAL TEACHING STRATEGY FOR THE FIRST SEMESTER OF THE TENTH GRADE STUDENTS IN SMA STELLA DUCE I YOGYAKARTA”

beserta perangkat yang diperlukan (bila ada). 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 10 Maret 2010

Yang menyatakan

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vii ABSTRACT

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viii ABSTRAK

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ACKNOWLEDGEMENTS

First of all, I would like to dedicate my deepest gratitude to God, my beloved Jesus Christ, and Holy Mary for the grace and blessing so that I finally accomplished my thesis.

Second, I dedicate my gratitude to my family: my parents (Fx. Suhardi, Ch. Maryati), my brother (Yohanes Benny Marwastu) and his wife (Agustina Lusi Andriyani) for their love, support, and prayers for all the time.

My greatest appreciation also goes to my sponsor, C. Tutyandari, S.Pd., M.Pd. for the guidance and consideration during the process of finishing this thesis and also for giving me the incredibly thorough corrections, for all lecturers in English Language Education Study Program and for Maria Martarina Pramudani and Chatarina Artilantari for providing me with their best services for these years.

I would like to thank the teachers in SMA Stella Duce I Yogyakarta: Fr. Awan Tyaswati, S.Pd., Sweet Suzi Maria, S.Pd., and Bernadetha Ajeng, S. Pd. for their willingness and precious suggestion for my designed material. I also would like to give my deepest thanks to the tenth grade students of SMA Stella Duce I Yogyakarta for their willingness to fulfill the questionnaires.

My special thanks goes to Noriwibowo, my Insadha and KKN friend as well as my lover, for his love, patience and loyalty. I thank him for his support,

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our wonderful times, and great experiences. I also would like to thank his family for giving me great times.

My great thanks are addressed to my dearest Beo 45 friends (Irmina Budi Utari and Anastasia Beni Indrawati). I thank them for giving me support, suggestion in life and always go along with me in my good and bad times.

I give my best gratitude to my best friends (Indriani Kusumastuti, Erythrina Cahyaningsih, Theresia Novitasari, and Ima Putri Wulandari) for their friendship, sisterhood, stories, laugh and love.

Finally, I also want to thank my brothers (Agustinus Wahyu Wasono Putro, Ezra Anggara Yuniarta, Fidelis Windiawan Adhi Purnama and Stephanus Fandi Herbayu Aji) for the wonderful friendship and brotherhood. I thank them for accompanying me and guiding me in this college times.

May God always bless them.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PAGE OF PUBLICITY ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Formulation ... 3

C. Problem Limitation ... 4

D. Research Objectives ... 5

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1) Instructional Design Model ... 9

a. Kemp’s Design Model ... 10

b. Yalden’s Design Model ... 12

2) Theories of Reading ... 14

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xii

b. Skills in Reading Comprehension ... 15

c. Basic Principles in Reading Comprehension ... 18

d. Level of Comprehension ... 19

e. Facilitating Comprehension ... 20

f. The Teaching and Learning of Reading ... 21

g. Reading Materials ... 22

h. Reciprocal Teaching ... 24

B. Theoretical Framework ... 25

CHAPTER III: METHODOLOGY ... 28

A. Research Method ... 28

1. Research and Information Collecting ... 29

2. Planning ... 30

3. Develop Preliminary Form of Product ... 30

4. Preliminary Field Testing ... 31

5. Main Product Revision ... 31

B. Research Participants ... 31

1. Participants of the Research and Information Collecting ... 31

2. Participants of the Preliminary Field Testing ... 32

C. Research Instruments ... 32

1. Research and Information Collecting Instruments ... 33

2. Preliminary Field Testing Instruments ... 34

D. Data Gathering Techniques ... 34

E. Data Analysis Techniques ... 34

F. Research Procedures ... 36

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 38

A. Research Findings ... 38

1. Research and Information Collecting ... 38

a. The Results of the Interview with the English Teacher ... 39 b. The Results of the Questionnaires Distributed to

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the Tenth Grade Students ... 40

2. The Competency Standard, the Basic Competence and the Topics ... 42

3. The Indicators ... 44

4. The Subject Contents ... 44

5. The Teaching Learning Experiences ... 46

B. Evaluation and Revision ... 47

1. The Evaluation of the Designed Material ... 47

a. The Result of the Preliminary Field Testing Questionnaire ... 48

b. Participants’ Comments and Suggestions on the Designed Materials ... 50

2. The Revision of the Designed Material ... 51

a. Responses to the Participants’ Evaluation ... 51

b. The Presentation of the Designed Materials ... 52

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 53

A. Conclusions ... 53

B. Suggestions ... 55

REFERENCES ... 57

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xiv

LIST OF TABLES

Table Page

3.1 Table of Central Tendency ... 35

4.1 The Topics and Reading Texts ... 43

4.2 The Sample of Competency Standard and Basic Competence... 43

4.3 The Sample of Indicators ... 44

4.4 The Description of the Participants ... 47

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Model: The Relationship of Each Step in the Plan to the

Other Steps (Kemp, 1977: 9) ... 11 2.2 The Framework of the System in this Study ... 26

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xvi

LIST OF APPENDICES

Appendix Page

Appendix A : Letter of Permission ... 61 Appendix B : Interview Guideline, Research and Information

Collecting and Preliminary Field Testing

Questionnaires ... 63 Appendix C : The Result of the Interview ... 72 Appendix D : The Results of the Research and Information

Collecting Questionnaire ... 75 Appendix E : The Competency Standard and Basic Competence ... 79 Appendix F : The Indicators ... 82 Appendix G : The Topics, the Reading Texts, the Sections and

Sub-sections of the Designed Material ... 86 Appendix H : The Syllabus ... 92 Appendix I : The English Instructional Reading Materials Based on

Reciprocal Teaching Strategy for the First

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1 CHAPTER I INTRODUCTION

This section consists of research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

English as the lingua franca and the most widely used language is very important to master. It is needed in several aspects of our life. English takes part almost in all areas such as in science, technology, art, economy, international relationship, socio-culture and education. English is used as a means of communication on those areas in the world.

Realizing that English is very important, the government considers English as a compulsory subject at schools. Based on an informal interview with one of English teachers and my teaching experience in SMA Stella Duce I Yogyakarta, English is still considered as a difficult subject. One of their difficulties is reading comprehension.

Reading is emphasized because English is a means to develop science, technology and culture. Many references and information sources on those areas are written in English. If the development of science, economy, technology and culture is necessary to be gained, the ability to read English texts for students must be optimized. The students are expected to master reading skills from their

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learning at schools. As they lack reading skills, they may come across difficulties when reading articles in English.

The students still lack reading abilities, especially when they have to read long reading passages and have to answer the reading comprehension questions. The uninteresting materials, exercise and teaching learning activities also influence the comprehension ability. The students realize the skills in reading, but only few of them who are capable of using the skills effectively. The skilled students are able to employ the skills well, the unskilled students are not.

A lot of educators were trying to find appropriate strategies to develop the readers’ comprehension. Paris and Jacob (1984), cited by Resnick (1987: 23-25), conducted a research on the effect of using skimming, using context to guess the meaning, and note taking. The result proved that there were some students called skilled-readers, who could enhance their comprehension, and some students called unskilled-readers, who could not. Some researchers, such as Bereiter and Bird (1985), Collins et al (1981), Day (1980) and Schoenfeld (1985), as cited by Resnick (1987:26) suggested developing self-monitoring skills where the students could monitor their own comprehension achievement.

Brown and Palincsar (1984: 117) introduced a reading approach called reciprocal teaching that facilitates the students to expand their understanding on the printed texts. These approach sets up four strategies: predicting, questioning, clarifying and summarizing. Based on the research conducted by Brown and Palincsar (1984), the application of reciprocal teaching strategies proved the

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enhancement of reading comprehension of the readers even the unskilled-readers (Resnick, 1987: 25-27).

Based on an informal interview with the English teacher, it can be seen that the majority of the students are unskilled-students. Therefore, the writer uses this approach to design reading materials for the first semester of the tenth grade students in SMA Stella Duce I Yogyakarta. The students need to have an appropriate strategy that can improve their reading mastery, both for the skilled and unskilled students.

The reading mastery is determined by the strategy used in implementing the reading material, in this case using reciprocal teaching strategy. Students should be actively participated in the teaching learning activities and they should be able to monitor their development in understanding the passage and conducting the comprehension exercises.

The writer chooses this strategy, as it is an effective means to provide the students with four basic strategies to comprehend the English written texts, namely: predicting, questioning, clarifying and summarizing. Moreover, by applying these four strategies of reciprocal teaching in the reading class, the students will learn to monitor and be responsible for their own learning.

Therefore, the researcher designs and presents English instructional reading materials based on reciprocal teaching strategy so that the students will be able to improve their reading comprehension ability.

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B. Problem Formulation

In this study, the writer formulates the problems as follow:

1. How is a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade in SMA Stella Duce I Yogyakarta designed?

2. What does the designed set of English instructional reading materials based on reciprocal teaching strategy for first semester of the tenth grade in SMA Stella Duce I Yogyakarta look like?

C. Problem Limitation

Reading is one of language skills, which is given priority in the English learning. However, reading comprehension is still considered as difficult for the students. Some aspects, such as the kinds of materials, exercises and teaching learning activities determine the mastery of reading skills and influence the reading comprehension.

The aim of this study is to design and present the English instructional reading materials for the first semester of the tenth grade in SMA Stella Duce I Yogyakarta. It is designed to facilitate the students improve their comprehension ability. The materials are based on reciprocal teaching strategy. It provides the students the materials, exercises and learning activities that can facilitate them to comprehend the reading materials better.

The writer designs a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade students in

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SMA Stella Duce I Yogyakarta so that the students can monitor their own learning and improve their reading comprehension.

D. Research Objectives

Related to the problem formulation, the objectives of this research are mentioned below:

1. To describe how a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade in SMA Stella Duce I Yogyakarta is designed.

2. To present the designed set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the tenth grade in SMA Stella Duce I Yogyakarta.

E. Research Benefits

It is expected that this study will give benefits and contributions to the following people:

1. English Teachers

The designed materials can help the teachers facilitate their students to comprehend the reading passages more. It also helps the teachers to create the materials creatively and facilitate them to use appropriate strategies for different reading texts.

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2. Students

The materials can help the students to monitor themselves in understanding the reading texts. It also helps the students to do the National Examination successfully. The designed materials facilitate the students to be accustomed to the strategies so that they will understand how to use appropriate strategy for the reading texts.

3. Future Researchers

Hopefully, this research can give contribution to further studies related to the development of English reading materials for SMA Stella Duce I Yogyakarta.

F. Definition of Terms

To avoid misunderstanding, below are some definitions of terms: 1. Designing

Designing is to prepare a plan to be realized. Designing instructional materials means choosing and organizing instructional materials in a way that facilitates the students learn more efficiently and effectively than they could from natural situation (Merill and Tennyson, 1977: xii). In this study, design is a plan to arrange a set of English reading materials using reciprocal teaching strategy that can facilitate the tenth grade students in SMA Stella Duce I Yogyakarta to improve their reading comprehension ability.

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2. Instructional Material

Instructional material is a self-contained or self-instructional unit of instruction that has an incorporated theme, offers students with information desired to obtain specified knowledge and skills, and serves as one component of a total curriculum (Dick and Carey, 1985: 5). According to Dick and Reiser (1989: 3), instructional material is a set of materials that is used to deliver instructions to the learners. In this study, the term instructional materials refer to a textbook or handout selected or made by the writer based on reciprocal teaching strategy.

3. Reading

According to Gibson and Levin, reading is digging up information from a text (1979: 5). They state that the text is not only the printed words but also the combination of text and picture, diagrams, graphs, illustration and so on. Christine Nuttal (1982), cited by Simanjuntak (1988: 14) suggests reading as the meaningful interpretation or printed or written verbal symbols. It is an outcome of the interaction between the perception of graphic symbols that signifies language and the readers’ language skills, cognitive skills and the knowledge of the world. In this study, reading is an activity to comprehend information from a text using the strategy developed by reciprocal teaching strategy.

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4. Reciprocal Teaching Strategy

According to Brown and Palinscar (1984: 117), reciprocal teaching is a comprehension-fostering activity which emphasizes on four major strategies: predicting, questioning, clarifying and summarizing. Each strategy assists the students to understand and get the meaning of what they read. These strategies also support the students to monitor themselves in their own learning. In this study, reciprocal teaching strategy is applied in the reading exercises in the instructional materials.

5. SMA Stella Duce I Yogyakarta

SMA Stella Duce I Yogyakarta is a senior high school located in Jl. Sabirin no. 1-3 Yogyakarta. The tenth grade class consists of eight classes with 35-37 students in each class.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This section elaborates the literature review used in this study. It presents some theories that support the topic of the study discussed. Two major areas of concern are theoretical description and theoretical framework.

A. Theoretical Description

This section discusses the related literature or theory as the theoretical foundation of the research. These include the definition of the instructional design models, theories of reading and theory of reciprocal teaching strategy.

1. Instructional Design Model

Instructional design refers to all aspects that may have a direct effect on the learning. Instructional material is the material that is designed or prepared for teaching. It could be in the form of textbooks, newspapers, journals, or handouts selected or made by the teacher for teaching. In developing a set of instructional reading materials, it needs a system of instructional program design to be followed.

There are many instructional design models proposed by some experts. However, in this study, the writer would refer to two instructional design models proposed by Kemp and Yalden. Therefore, in developing a set of instructional

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reading materials for senior high school students, the writer would adapt some steps from those two models.

The writer chooses two models because they can complete each other. The writer adapts some parts from the first model, and some parts from another model. The discussion of the two models is presented below:

a. Kemp’s Design Model

Kemp (1977: 8) states that instructional design plan is meant to answer three important questions. They are:

1) What must be learned? (objectives)

2) What procedures and resources will work best to reach the desired learning levels? (activities and resources)

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

Then, Kemp (1977: 8-9) adds that the instructional design plan consists of eight parts. They are:

1) Consider goals, list topic, and state the general purposes for teaching each topic.

2) Enumerate the important characteristics of the learners. 3) Specify the learning objectives.

4) List the subject-content that support each objective.

5) Develop pre-assessment to determine the students’ background and present level of knowledge about the topic.

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7) Coordinate support services to conduct the instructional plan. The support services can be budget, personnel, facilities, equipment, and schedules. 8) Evaluate students’ learning based on their achievement of objectives, revise

and reevaluate their weaknesses that need to be improved.

Figure 2.1 Kemp’s Model: The Relationship of Each Step in the Plan to the Other Steps (Kemp, 1977: 9)

Teaching/ Learning Activities, Resources Support Services

Evaluation

Revise Learning

Objectives Learner

character-ristics

Pre-assessment

Goals and Purposes

Subject Content

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b. Yalden’s Design Model

Yalden (1987: 89) defines a communicative syllabus as a syllabus which purpose is to describe classroom experience with a real language use environment. It means that the syllabus provides the learners with a change to practice the target language in a real language situation to make them familiar with the use of the language. Yalden’s communicative syllabus consists of eight stages of instructional design (Yalden, 1987: 88-89). They are:

1) Needs Survey

It is conducted to gather information about learners’ needs. The gathered information will be used to consider the whole course.

2) The Description of Purposes

Conducting needs analysis will give the course designer choices to choose the purpose of the course, whether it is for occupational or educational purpose. 3) Choice of Syllabus Type

It is done when the general category of the course has been decided. At this stage, the course designer chooses the proper syllabus to be implemented in the course. Yalden provides several types of syllabus as follows (Yalden, 1987: 110-117):

a) Type I: Structural-Functional

It separates the structural and communicative function. The linguistic form precedes the communicative function.

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b) Type II: Structures and Function

This type involves a structure in a communicative function; thus, it enables learners to study the linguistic forms and communicative function in a line. c) Type III: Variable Focus

This type shifts the language program based on the learners’ proficiency. d) Type IV: Functional

The communicative function is the objective in this type. However, the structural pattern is not ignored.

e) Type V: Fully Notional

This type of syllabus is appropriate for learners who have adequate English proficiency, but still need to be specified in a particular purpose. f) Type VI: Fully Communicative

It is also called as learner-generated syllabus where learners are the input source.

4) Proto-Syllabus Design

The course syllabus specifies the content of the syllabus. 5) The Pedagogical Syllabus

The course designer designs the pedagogical syllabus. This syllabus provides materials presentation and interpretation about how learning is achieved. 6) The Development and Implementation In Classroom

The course designer sets the materials from the pedagogical syllabus and organizes them through the lesson plan. At this stage, teacher deals with the teaching techniques and applies the syllabus in form of teaching the materials.

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7) Evaluation

Evaluating the learners, the teaching techniques and the program are done at this stage.

8) Recycling Stage

At this stage, goals and final performances are set up. If there are differences from the syllabus, the materials and the teaching approaches will be revised.

2. Theories of Reading

a. The Nature of Reading Comprehension

Some experts have their own definition about the meaning of reading. However, the idea is more or less the same. Reading is not merely the decoding of printed symbols to sound. Thus, it is a dynamic process, autonomous by the reader in many ways and for many reasons (Gibson and Levin: 1979:5). Urquhart and Weir (1988:14-15) argue that reading deals with language messages in written or printed form. It involves processing language messages, which are knowledge of language.

Kustaryo (1988:11-12) states that reading with comprehension means understanding what has been read. Reading is an active thinking process that depends on student’s experience, prior knowledge and comprehension skills. Comprehension occupies understanding vocabulary, seeing the relationship among words, concepts, organizing idea, recognizing the author’s purpose, constructing judgment and assessment.

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Meanwhile, Clark and Silberstein (1987) as cited by Simanjuntak (1988: 15) characterize reading as an active cognitive process of interacting with print and monitoring comprehension to create meaning. Reading is the instantaneous acknowledgment of different written symbols, simultaneous organization of these symbols with existing knowledge and understanding of the information and ideas communicated.

From those definitions, reading is a process of understanding written information that requires underlying knowledge of the reader in order to be able to obtain the purpose of the writer in a certain text and comprehend the text thoroughly.

b. Skills in Reading Comprehension

In order to be able to gain comprehension in reading, the readers should have skills that are included in the reading activity. Hirasawa and Markstein (1977: v) states that the students should not read word by word but grasping the general ideas of the reading texts. This can be achieved with the use of rapid reading. However, learning how to monitor and changing reading style and reading speed are skills that require a good deal of practice (Anderson, 1985: 433).

According to Heaton (1979:104), the fact that students have mastered some of the required reading skills in the first language is no warranty at all that they will be able to relocate those skills to reading another language. Some specific skills involved in reading as follows (Mikulecky, 1990: 24):

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1) Automatic decoding 2) Previewing and predicting 3) Specifying purpose 4) Identifying genre 5) Questioning 6) Scanning

7) Recognizing topics

8) Classification of ideas into main topics and details 9) Locating topic sentences

10) Stating the main idea of a sentence, paragraph or passage 11) Recognizing patterns of relationships

12) Identifying and using words which signal the patterns of relationships 13) Inferring the main idea

14) Recognizing and using pronouns, referents, and other lexical equivalents as clues to cohesion

15) Guessing the meaning of unknown words from the context 16) Skimming

17) Paraphrasing 18) Summarizing 19) Drawing conclusions

20) Drawing inferences and using evidence 21) Visualizing

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23) Reading faster

24) Adjusting reading rate according to materials and purpose

Mikulecky (1990: 28) states that if students are aware of the skills and recognize how to use the skills, students can learn to monitor their own comprehension and apply suitable strategies as required to comprehend a text. McNeil (1987:91) as cited by Mikulecky (1990:28) describes this situation as metacognitive process. Three types of metacognitive process as follow:

1) Self-knowledge

Recognizing one’s own reading strengths and weaknesses 2) Task knowledge

Recognizing what strategies to employ in a set situation 3) Self-monitoring

Being conscious of when one does not realize and recognizing what strategies to utilize to deal with it

McWhorter (1990: 13-23) suggests three main skills in reading comprehension. They are previewing and predicting, developing guide questions, and monitoring comprehension. Pearson and Fielding (1991) as cited by Urquhart and Weir (1998: 183-184) support the statement by proposing five skills. They are previewing and predicting, self-questioning and self-monitoring, and evaluation and personal response.

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In order to read with a degree of comprehension to succeed in reading process, the readers must be proficient in each of the reading level. Each reading skill depends on another skill. Since the reading materials that will be designed later is for the first semester of the tenth grade students of senior high school, only some of those basic skills above that will be included.

c. Basic Principles in Reading Comprehension

In order to achieve an adequate understanding of reading comprehension, a number of basic principles must be taken into account. Cushenberry (1985:57-59) notes four principles in reading comprehension, namely:

1) Reading is a holistic concept, therefore it should not be taught as a single skill. There are large numbers of comprehension skills that are included in the reading process. The teacher should be concerned in promoting the students’ ability in such areas as reading for detail, finding the main idea, getting general information, finding sequence or event, and deducing meaning from context.

2) Some students develop a few of comprehension skills on their own, but the total accomplishment of learning these skills will be seen when the teachers plan for it. The use of test and sample lesson provide the teacher with beneficial data related to each student’s proficiency in a given skill area. This technique will help the teachers understand the problem of their students and it is discovered that they need specific help in the skill area.

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3) One major aspect that causes the poor comprehension is a lack of purpose for reading. Before asking the students to read, the teacher should explain the skills that will be developed through the passage. The assignments and the purposes are not merely from the teacher, some of them, may be suggested by the students.

4) The materials used must help the students to build their comprehension skills and they must be written in the appropriate level of difficulty that matches the reading level of the students. The important principle to remember is that teachers need to be sure that there is a match between the reading level of the book and the instructional reading level of the students.

Nunan (1984) as cited by Nunan (1989: 33) suggests that in reading comprehension for high school students readers, relevant background knowledge is a more significant aspect than grammatical complexity.

d. Level of Comprehension

Kustaryo (1988: 12) states that in a wider sense, comprehension can be divided into three levels of skills. They are literal reading, inferential reading, and critical reading.

1) Literal

Literal reading refers to the ideas and facts that are directly stated on the written page. In fact, literal idea and fact are usually so clearly declared that one could reverse in the passage and underline the information preferred. The

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literal level of comprehension is fundamental to all reading skills at any level, because the readers must comprehend first what the author said before they draw an inference or formulate an evaluation. The literal level is considered to the easiest level of reading comprehension because the readers are not required to go beyond what the author actually said.

2) Inferential

To obtain inferences or implied meaning from the reading material, one must ‘read between lines’. Inferences are ideas that readers obtain when they go beneath the surface to sense relationships, and detect the mood of the material. Building inferences requires more thinking because the readers must depend less on the author and more on personal insight.

3) Critical

Critical reading involves a higher degree of skill development and perception. Critical reading requires reading with an inquiring mind and with active, creative looking for wrong statements. It means questioning, comparing, and evaluating.

e. Facilitating Comprehension

In order to comprehend a text, there are some necessary steps to facilitate comprehension. Comprehension is difficult process since it involves the transmission of an idea through several imperfect media (Fry, 1965: 24). According to Durkin (1987: 379), facilitating comprehension is divided into there responsibilities.

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1) Teaching new vocabulary

Recognizing the meaning of words in a passage is very important in order to comprehend the idea. However, not understanding some words in a piece of text is not main obstruction to comprehension unless one or more of them are central significance to the author’s or the reader’s purpose. In this case, teaching new vocabulary is important.

2) Providing essential background information

Sufficient preparations for reading a piece of text include assisting students either to recall or attain essential information to grasp it. The preparation is aimed to prepare the students entering the text. It is very effective phase in reading activity, in which it facilitates the students to comprehend the text. 3) Establishing purpose for reading

The aim of reading should be established first before starting to read. The purpose for reading is not only to acquire information but also to obtain sufficient comprehension. Purpose will keep readers from wandering through a piece of text, not knowing what to focus on or what to attempt to bear in mind. Establishing the purpose of reading will make the reading more meaningful.

f. The Teaching and Learning of Reading

McNeil, Donant, and Alkin (1980: 11) state that there are two emphases in teaching reading. The first is focusing on the development of the intellectual skills

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involved in reading, and the second is focusing on the specific situation in which the pupil is to apply reading skills.

Shepherd (1978) as cited by Simanjuntak (1988: 16-19) proposes ten principles of learning reading:

1) The students must have a purpose and a motivation to learn 2) Learning must have meaning for the learner

3) A background of experience and knowledge is necessary for learning 4) The learner must be active in his learning

5) Learning requires the forming of habits 6) Much learning is by association

7) Learning requires practice

8) Favorable attitudes toward learning foster effective learning 9) Students learn at different rates and in different modes

10) Learning is more effective if the learner know the reason for what he is learning

g. Reading Materials

In preparing the reading material, there are some aspects to be considered. According to Paulston and Bruder (1976: 159-160), one of the most important aspects of teaching reading is the selection of the reading text. There are some primary considerations:

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1) Ordinary language: the reading material should not contain dialect or slang features or old-fashioned language use.

2) High interest value: it is easier to read what is interesting and compatible. 3) Culture value: the content of the reading material should not contrast with the

students own culture values.

4) Relevant vocabulary: it is easier to learn when the cultural background is familiar and the students can process cultural information in the decoding process.

5) Level of reading difficulty: the level of reading difficulty should be matched to the proficiency of the students’ level.

Krashen (1985) as cited by Mikulecky (1990: 23) suggests that students should read self-selected books. Students’ language weaknesses can be balanced by background knowledge about the topics of the books they choose. While reading, they can be alert of the fact that they are capable to guess word meanings because of their knowledge of the subject.

h. Reciprocal Teaching

Reciprocal teaching, developed by Brown and Palincsar (1984: 117-122), is used to support the students’ reading ability. It is a comprehension fostering activity. Each of the strategies facilitates the students to build meaning and to monitor their own understanding. The model of dialogue whether it happens among the students themselves or between the teacher and the students is an effective way to connect the reading ability of each student so that the skilled

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student may help the unskilled students. There are four major strategies proposed in reciprocal teaching namely, predicting, questioning, clarifying and summarizing:

1) Predicting

In this activity, the students need to activate background knowledge that they already have based on the topic discussed.

2) Questioning

Generating or questioning provides the chance of the students to identify the important information where it will be used as the substance of the question. After the students create the questions, they have to assure themselves that they are able to answer their own questions.

3) Clarifying

This strategy provides the students the opportunity to get a better understanding on the unfamiliar vocabulary, unclear references or difficult concepts that hinder their comprehension mastery.

4) Summarizing

Summarizing may help the students to identify, paraphrase and integrate the important information from the text. This activity involves the skills of identifying main ideas and supporting details of the text.

B. Theoretical Framework

In designing the instructional materials, the writer adapts some steps from Kemp’s and Yalden’s instructional design models. The writer adapts Yalden’s

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model because this model is made to fulfill the needs of the students before generating the whole course. The needs survey done will give the designer much information about how to make appropriate design for those students based on their needs.

However, this model does not concern more information and attention to the goals, learning objectives assessments and revision after conducting the evaluation process. Therefore, the writer also adapts Kemp’s model. In this model, the writer may start designing at any stage whenever the writer is ready. The interdependencies among the stages indicate that the treatment made for one stage will affect to other stages. The stages in designing the materials can be seen in Figure 2.2.

Figure 2.2 The Framework of the System in this Study

The elaborations of the steps are presented below: 1. Conducting Needs Analysis (Yalden)

This step is adapted from Yalden’s model. To conduct this step, the writer interviews the teacher and distributes questionnaires to the students in SMA Stella Duce I Yogyakarta to gather the data needed about the students’ needs, lacks, abilities, interest and the difficulties.

Formulating goals, topic and objectives

Selecting activities and designing materials

Revising Evaluating

Conducting need analysis

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2. Considering Goals, Topics and General Purposes (Kemp)

This step is adapted from Kemp’s model. The goal, topics and general purposes are generated based on the curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan). The topics are chosen based on the result of the questionnaires distributed in step 1 according to the students’ interests.

3. Selecting the Syllabus types (Yalden)

The syllabus type is adapted from Yalden’s model. The information collected from the first step will determine the choice of the syllabus. In this case, the writer uses the Fully Communicative Syllabus, because in this syllabus, the learners are the input sources.

4. Specifying the Learning Objectives (Kemp)

This adapted step from Kemp is aimed at generating the indicators to achieve the intended competence, which is reading competence. It states clear and comprehensive objectives in order to achieve the competency standard and basic competence.

5. Selecting the Subject Contents (Kemp)

This step is adapted from Kemp’s model. The writer lists the strategies based on reciprocal teaching strategy, which are predicting, questioning, clarifying and summarizing.

6. Selecting the Teaching-Learning Activities (Kemp)

This step is adapted from Kemp’s model. The well-chosen teaching learning activities also facilitate the students in gaining the expected skills in understanding the texts. Therefore, the activities must be created as creative as

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possible to build enjoyable and lively classroom so that the students will actively participate in the classroom.

7. Designing the Materials

This step is not mentioned in both Kemp’s and Yalden’s design model. However, this step is needed to create the reading materials based on reciprocal teaching strategy. Therefore, it is added to complete the steps to obtain the final version of the designed materials.

The predicting, questioning, clarifying and summarizing strategies are employed in the form of exercises. Predicting strategy is employed by observing pictures and answering questions that led the students to activate their background knowledge. In questioning strategy, the students are to monitor their comprehension by formulating questions. Clarifying requires the students to engage in critical evaluation as they read and summarizing is modeled as an activity of self-review of the whole materials in each unit.

8. Evaluating the Materials (Kemp)

It is done by distributing the evaluation questionnaires to several evaluators conducted. It is conducted to get the evaluators’ feedback to be used as guidelines to improve and revise the designed materials.

9. Revising the Designed Materials (Kemp)

It is to find any weaknesses of each stage and make the revision to improve it. The writer revises the design based on the evaluation result from the lecturers of English Language Education Study Program of Sanata Dharma University and the teachers from SMA Stella Duce I Yogyakarta.

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28 CHAPTER III METHODOLOGY

This section elaborates the methodology used in this study. It focuses on the discussion of Research Method, Research Participants, Research Instruments, Data Gathering Techniques, Data Analysis Techniques, and Research Procedures.

A. Research Method

The method of the study is Research and Development. It is a process used to develop and validate educational products (Borg and Gall, 1983: 772). These products include teaching materials, teaching methods, and method for organizing instruction. Moreover, the goal of Research and Development is to develop research knowledge and incorporate it into a product by combining educational research and educational practice (Borg and Gall, 1983: 771).

The writer chose Research and Development method since it uses the findings to build tested products that are ready for operational use in the school. Furthermore, it increases potential impact of findings upon the school practice by constructing them into usable educational products. R & D cycle consists of four major steps: study the research findings relevant to the products, develop products based on research findings, do field testing on the products, and revise the product on the basis of field-data (Borg and Gall, 1983: 772).

There are ten steps offered by Research and Development (R & D), namely: Research and Information Collecting, Planning, Develop Preliminary

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Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision and Dissemination and Implementation. (Borg and Gall, 1983: 775)

Concerning with the two focuses on the study as mentioned previously, there were only five steps of R & D cycle used in his study. Step one to five were used to answer the two study questions. The steps were Research and Information Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field Testing, and Main product Revision. The descriptions of each step are as follows:

1. Research and Information Collecting

The writer employed the first step of R & D cycle, which is, Research and Information Collecting. This step was used to describe the educational product that was to be developed as specifically as possible. In this step, the writer collected the data from the tenth grade students and English teachers in SMA Stella Duce I Yogyakarta.

In this study, an interview was conducted in order to find out the teaching learning activities used in reading from one of the tenth grade English teachers. Furthermore, the writer also distributed Research and Information Collecting questionnaires to the tenth grade students in SMA Stella Duce I Yogyakarta in order to figure out their interests, abilities, and problems concerning to the English reading skill. Review of literature was used to collect research findings and other information related to the planned development. Data and information were gathered from the journals, the curriculum 2006 and the educational books.

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2. Planning

In this study, planning included defining skills, stating objectives, and determining course sequence. According to Borg and Gall (1983: 779), the most important aspect in planning is the statement of the specific objectives to be achieved by the product. Furthermore, objectives offered the basis of developing an instructional program since the program could be field tested and revised until it met its objectives. The data gathered from research and information collecting was used to determine the objectives and subject contents of the designed materials. Moreover, these data would be used to state the syllabus.

3. Develop Preliminary Form of Product

In this study, development of the preliminary form of the product included the preparation of reading instructional materials based on reciprocal teaching strategy, handbooks and evaluation devices. The data gathered from research and information collecting was used as a starting point to design the reading materials in order to create appropriate instructional reading materials based on reciprocal teaching strategy for the tenth grade students in SMA Stella Duce I Yogyakarta.

Borg and Gall (1983: 781) stated that the significant principle in developing preliminary form of product was to construct materials so as to permit obtaining as much as possible from the next step, the field test. Then, the feedback was used to evaluate and revise the material design.

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4. Preliminary Field Testing

In this study, preliminary field testing was conducted in order to obtain evaluation, judgment, and suggestions on the designed materials. The comments and opinions would be used to revise and improve the designed materials. There were two English teachers in SMA Stella Duce I Yogyakarta and two lecturers of English Language Education Study Program of Sanata Dharma University who would be the evaluators on the designed materials. The evaluation data would be collected by using questionnaires.

5. Main Product Revision

The evaluation data was then used to conduct the fifth step, Main Product Revision. This fifth step was conducted in order to revise and improve the material design. The data for the main product revision would be obtained by using questionnaires.

B. Research Participants

There would be two kinds of discussion in this section. The first discussion is about the participants for the Research and Information Collecting and the second discussion will describe the participants for the Preliminary Field Testing.

1. Participants of the Research and Information Collecting

In this section, there were two groups of participants involved. The first group was tenth grade students in SMA Stella Duce I Yogyakarta. They belonged

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to 2009-2010 academic years. The writer chose them as the participant of this study since they learnt English and they experienced the English reading skill in their class.

The second group was the tenth grade English teacher in SMA Stella Duce I Yogyakarta. The writer expected valuable inputs from the teacher especially about the implementation of reading skill in the teaching learning process.

2. Participants of the Preliminary Field Testing

The participants of the Preliminary Field Testing were English teachers in SMA Stella Duce I Yogyakarta and lecturers of English Language Education Study Program of Sanata Dharma University who have possessed adequate teaching experience. Based on their teaching experience, it was expected that they were able to evaluate the designed materials. In this study, there were four participants involved. The participants of this study had many experiences in teaching which were shown by their teaching period. All of the participants had more than two years teaching experience.

C. Research Instruments

Research instruments are tools that are used to gather information. Research instruments used in this study are questionnaire and interviews. Those instruments are needed to gather the data for the Research and Information Collecting and Preliminary Field Testing.

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1. Research and Information Collecting Instruments

In this step, the writer employed two instruments. The first instrument was interview. Ary, Jacobs and Razavieh (1979: 175) state two types of interviews. They are structured and unstructured interviews. The second type is preferred in this study, since the answer needed are in the form of information about the respondents’ views, opinions, and attitudes. This interview is flexible and done informally.

The interview was done by interviewing one of English teacher in SMA Stella Duce I Yogyakarta. The interviewee was interviewed about the students’ lacks and needs in reading. This was also done to obtain the information about the techniques that were usually done in teaching learning process in class.

The second instrument was questionnaires. There are two types of questionnaires (Ary et al, 1979:175), namely structured or closed form and unstructured or open form. The closed form items are used to make it easier for the respondents in filling the questionnaires since the answer of the questions are available. On the other and, the open form items are used to get more information from the respondent because they are permitted to answer freely.

The writer used both of those two forms since the questionnaires being distributed were divided into two parts. The first part included some questions in which the answers had been written down so that the respondents just chose the options. Those questions were related to the instructional reading materials.

However, the students were also able to write down their own opinion. In the second part, the writer used the checklist question type. The writer also gave

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them the Indonesian version of the questionnaires to avoid the misinterpretation by the students.

2. Preliminary Field Testing Instruments

In this step, the writer used questionnaires to evaluate the designed materials. The questionnaires were distributed to two English teachers in SMA Stella Duce I Yogyakarta and two lecturers of English Language Education Study Program of Sanata Dharma University.

D. Data Gathering Techniques

There are two kinds of data gathered in this study; they are the data of target needs and of the designed materials evaluation. The data of target needs was gathered by distributing questionnaires and conducting informal interview with the students of the tenth grade and the English teacher in SMA Stella Duce I.

The data of designed materials evaluation was gathered by distributing questionnaires to some English teachers in SMA Stella Duce I and English lecturers of the English Education Study Program of Sanata Dharma University.

E. Data Analysis Techniques

The writer analyzed the interview results with one of the tenth grade English teacher in SMA Stella Duce I Yogyakarta. The interview results were analyzed descriptively. The data from the interview results were analyzed by

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deriving a conclusion for each answer of each question and then made it into one main idea.

After collecting the data needed from the result of questionnaires of designed materials evaluation that were distributed to English teachers of Stella Duce I Yogyakarta and English lecturers of the English Education Study Program of Sanata Dharma University, the next step was analyzing the data. Since the data gathered could be quantified, the findings could be displayed using descriptive statistics. The writer used five-point agreement to measure the respondents opinions of the designed materials, they are:

1 = If you strongly disagree with the statement 2 = If you disagree with the statement

3 = undecided with the statement 4 = If you agree with the statement

5 = if you strongly agree with the statement

In concluding the data, the writer used the Mean, since it is appropriate way to conclude the data tendency. The table of central tendency is presented as below:

Table 3.1 Table of Central Tendency

No Respondent’s Opinion Central Tendency

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Note:

N : Number of resp

Mn : Mean

The formula used for me

= mean

= the sum of all sco X = raw score N = number of respon

F. Research Procedure In this study, th procedures of how the adaptation of the instr combined with the meth Gall:

1. Doing library researc 2. Asking for permission 3. Conducting research 4. Determining the com 5. Formulating the indic 6. Determining and orga

spondents

measuring central tendency is presented as below:

score

ondents

ures

the writer employed eleven steps. These steps e study was conducted. The procedures are bas structional design models proposed Kemp an ethod of Research and Development proposed by

rch

ion to conduct research h and information collecting

mpetency standard, the basic competence and the icators

rganizing the subject content

ps were the ased on the and Yalden by Borg and

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7. Determining and organizing the teaching and learning experience 8. Designing the materials

9. Evaluating the designed set of the instructional materials 10. Revising the instructional materials

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38 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the results of the study. There are two parts to discuss in this chapter. The first part is the research findings. This part discusses about the result of the process in designing the materials. The purpose of this part is to answer the first question, which is stated in chapter I.

The second part concerns with the evaluation and revision of the designed materials. In this part, the writer includes the results of the evaluation of the designed materials done by the participants. The feedbacks were used to revise and improve the designed materials. The writer presents the designed materials after evaluating and revising the materials. The aim is to answer the second question of the study.

A. Research Findings

In this part, the writer discusses the findings during the processes of designing the materials. The explanations of each finding are as follows:

1. Research and Information Collecting Data

Research and Information Collecting was significant to conduct in this study. It aimed at finding out the teaching learning activities that were done in class and the students’ abilities and interests in reading. The results of the research and information collecting were used as the basis in making the materials. First,

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the writer conducted the interview to one of the tenth grade English teachers in SMA Stella Duce I Yogyakarta.

Then, the writer distributed Research and Information Collecting questionnaires to the tenth grade students in SMA Stella Duce I Yogyakarta. There are two sections to discuss in this step. They are the results of the interview with the English teacher in SMA Stella Duce I Yogyakarta and the results of the questionnaires distributed to the tenth grade students.

a. The Results of the Interview with the English Teacher

The first step conducted in the Research and Information Collecting was interviewing the tenth grade English teacher in SMA Stella Duce I Yogyakarta. There were thirteenquestions to ask. It is attached in AppendixB. The tenth grade English teacher provided precious information that the students had problems in the reading lesson: the students considered that the lack of vocabulary and reading skills hindered their comprehension mastery.

The students were not involved in choosing the topics of the reading texts. In addition, the teacher considered that if they were involved in selecting the topics, they would be more interested in learning English.

The students had been introduced to some reading strategies, such as giving prediction based on the picture, formulating one or two questions and guessing the meanings of the vocabulary items, although the results were not pleasing enough.

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Based on the results of interview, it could be concluded that there was a need to design the reading materials. Therefore, in this study, the writer intended to design English reading materials instructional materials based on reciprocal teaching strategy for the tenth grade students in SMA Stella Duce I Yogyakarta in order to develop the students’ reading comprehension mastery.

b. The Results of the Questionnaires Distributed to the Tenth Grade Students

The writer distributed questionnaires to the tenth grade students in SMA Stella Duce I Yogyakarta. The results of the questionnaires were attached in Appendix D. According to the results of the questionnaires, the writer was able to reveal some information. The questionnaires was divided into two parts; part A and part B. Part A consisted of five questions, which was used to find out students’ reading abilities and interests, while part B consisted of ten questions which had a purpose in revealing the students’ reading comprehension strategies.

From the result of the questionnaires Part A, on the statement of the students’ opinion about their reading abilities, 30 % students stated that they were good at reading and 70% stated adequate. Based on the opinion about reading, 30% students stated that it was difficult, and 70% students stated it was sufficient. The students also stated the factors that influence their comprehension of reading texts; 40% students stated that the factor was vocabulary items, 40% students stated the grammar, 20% students stated the length of the text, and 20% students stated the uninteresting text.

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Regarding the English reading texts sources, 33,33% students stated that the teacher took the material from the book and 66,66% students stated the articles. Concerning the choices of topics selected by the students, they proposed four topics. The topics were Culture (10%), Imagination (26,67%) , Film (23,33%) and Music (16,67%).

The result of Part B questionnaire, which aimed to find out the students’ comprehension strategies, showed significant information about the application of reciprocal teaching strategy that they have employed. The first statement was about the predicting strategy. There were 20% students stated that they rarely predicted the content of the text before reading the text, 40% students stated sometimes, 20% students stated often, and 20% students stated always.

The third statement dealt with questioning strategy; 10% students stated never generated questions, 50% students stated rarely, 20% students stated sometimes, and 20% students stated often.

The next statements concerned with clarifying strategy; 20% students stated that they rarely found the answers for the questions, 20% students stated sometimes, 50% students stated often, and 10% students stated always. There were 20% students stated that they never took note about WH questions, 20% students stated rarely, 40%students stated sometimes, 10% students stated often and 10% students stated always. There were 30% students stated that they sometimes predicted the unfamiliar vocabulary items, 20% students stated often and 50% students stated always.

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The last question dealt with summarizing strategy. There were 10% students stated rarely summarized the content using own words, 40% students stated sometimes, 30% students stated often and 20% students stated always.

Based on those result, it can be concluded that the students actually had already carried out reciprocal teaching strategy even though they did not realize it. However, the application of these strategies were not developed enough. Therefore, they should be given certain tasks that would make them realize the use of reciprocal teaching strategy.

2. The Competency Standard, the Basic Competence and the Topics

Based on the results of the research and information collecting questionnaires, the students selected four topics, from thirteen topics. The writer determined the texts after selecting those topics. The choice of texts was based on the topics and those were taken from the internet and English novels.

The topics were Culture, Imagination, Music, and Film. Then, the choices of the texts were based on the topics. The texts were: Small is Huge, Radio Banner, Jason M’raz Concert Announcement, Job Vacancy, Wedding Invitation Card, It’s Keiki Kanoa’s 1st Luau, The Story of Panyalahan Village, The Story of Pari Temple, The Princess Diaries: Princess in the Spotlight, Robert Pattinson, How to cook Hamburgers Outdoors, How to Use a Washing Machine, The Fisherman and the Bear, The Stork and The Crab, Jim Carrey and My Great Experience.

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Table 4.1 The Topics and Reading Texts

No Topics Reading Texts

1. Music Small is Huge, Radio Banner

2. Music Jason M’raz Concert Announcement, Job Vacancy 3. Culture Wedding Invitation Card, It’s Keiki Kanoa’s 1st Luau 4. Imagination The Story of Panyalahan Village, The Story of Pari Temple 5. Film The Princess Diaries: Princess in the Spotlight, Robert

Pattinson

6. Culture How to cook Hamburgers Outdoors, How to Use a Washing Machine.

7. Imagination The Fisherman and the Bear, The Stork and The Crab 8. Film Jim Carrey, My Great Experience

After determining and selecting the texts, the writer determined the competency standard and basic competence for each unit based on Curriculum 2006 (KTSP). The competency standard and the basic competence were taken from Curriculum 2006 (KTSP). The sample of the competency standard and the basic competence are presented in Table 4.2. The competency standard and the basic competence are attached in AppendixE.

Table 4.2 The Sample of Competency Standard and Basic Competence

Unit Competency Standard Basic Competence Topic

To understand the meaning of short functional written texts in daily life context and to access knowledge

To respond meaning in formal and informal short functional advertisement written text, accurately and acceptably in daily life context and to access knowledge

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3. The Indicators

Determining the indicators or the objectives was the next step after determining the competency standard and basic competence that were based on Curriculum 2006 (KTSP). The indicator or objectives were formulated for each unit. In this study, the presentation of the sample of learning objectives, stated as the indicators, are in Table 4.2. The indicators are attached in Appendix F.

Table 4.3 The Sample of Indicators

Unit Topic Indicators

1. Music At the end of the lesson, the students are able to:

- Predict the content of the text based on the pictures and title - Recognize the genre of the text and its charactristics

- Formulate and answer the WH questions based on the passage - Guess the suitable words in the passage based on the description

- Identify the parts of advertisement text

- Summarize the advertisement texts based on the WH questions and parts of advertisement texts

4. The Subject Contents

The subject contents were based on the results of the research and information collecting, the competency standard, basic competence, the topics, and indicators. In this study, there were three activities proposed. The activities were based on the reciprocal teaching strategies (predicting, questioning, clarifying and summarizing). Each unit of the materials consisted of three major activities. They were predicting, questioning & clarifying, and summarizing. The further elaborations were as follow:

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a. Predicting

In this step, the purpose intended by the writer was to activate the students’ background knowledge, which guided them into further understanding about the topics. By having enough information about the topic, it assisted the students to attain better understanding.

In this section, the students were asked to answer some questions which aided them to activate their background knowledge about the topics given. It also allowed the students to give prediction about what were being discussed in the reading passage by observing the titles and the pictures given.

b. Questioning and Clarifying

This activity dealt with the students’ reading capability since the students were given reading passage and were expected to attain information in order to accomplish comprehension. Furthermore, the students used this section to verify their prediction. The strategy utilized in this section was questioning and clarifying.

By producing questions, the students recognized important information in which it was used as the matter of the questions. In this section, the students learned to discover the main ideas and supporting details that led them to a better comprehension.

Clarifying aimed to supply the students the chance to obtain better conception on the unknown vocabulary items that hindered their comprehension mastery.

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9 ,

Carrey was born in the town of Newmarket, Ontario to Percy and Kathleen Carrey; he has three older siblings, John, Patricia and Rita. Carrey's parents fell on hard times and were forced to move to the Toronto suburb of Scarborough, where they took security and janitorial jobs in the Titan Wheels factory at 1051 Tapscott Rd (now IPSCO Ontario Inc). The Carrey's lived in a historical house located on site. Carrey attended Blessed Trinity Catholic School in North York for two years, then began at Agincourt Collegiate Institute, Scarborough's oldest high school. In order to help out, Carrey began working eight-hour shifts each day after school.

Carrey dropped out of high school at the age of sixteen and began to work in comedy clubs with an act that included impersonations of celebrities such as Michael Landon and Jimmy Stewart. In 1979, at the age of 17, he moved to Los Angeles and started working in The Comedy Store, where he was noticed by comedian Rodney Dangerfield. Dangerfield liked Carrey's act so much that he signed Carrey up to open Dangerfield's tour performances.

Carrey made his film debut in the short film Rubberface (1981). Four years later, he had a starring role in the dark comedy Once Bitten as Mark Kendall, a teen virgin who is pursued by a 400-year old vampire (Lauren Hutton). Carrey did not experience box office success until almost a decade later when he was cast in the starring role in the comedy Ace Ventura, Pet Detective, which premiered only months before In Living Color ended. The film was panned by critics, and helped earn him a 1994 Golden Raspberry Award nomination as Worst New Star. However, the film was a huge commercial success, as were Carrey's two other starring roles, in The Mask and Dumb and Dumber, both released the same year.

Carrey has been married twice, first to Melissa Womer, with whom he has a daughter, Jane Erin Carrey (b. September 1987), then to Dumb & Dumber co-star Lauren Holly, in a marriage that lasted less than a year.

Jim Carrey is a fan of professional wrestling. He received a U.S. citizenship on October 7, 2004 and now has a dual citizenship between the U.S. and his native Canada

(2)

Work in pairs and

1. Create six qu passage and a

2. Discuss with Why

... ... Where

... ...? Who... ...

! *

; !

and discuss these following questions!

questions (who, what, where, when, why and how

d ask your partner to answer them!

th your friends and find the meanings of the words ...

...?

How

... ...?

...

? When

... ...?

What

... ...?

!! *

!" !

! !

w) about the

rds below! ... ... ...

(3)

& <

7=

Second day, we woke up in haste (in fact, we done it every day),and we changed the clothes into uniform, cause today was the most important day

of all. We had to visit Japanese high school was in tenth place. Eating the breakfast, we were ready to start off to our destination Tachibana We had prepared for this conference since last November, including speech,

performance and power points about Tawanese culture and so on. We had considered how to make our best all along, and because we were not only

the first school to Tachibana but the first of our school to Japan.

After we visited their campus, we had the contention. They made the performance of singing their alma mater. How touching it was! You can regard them as our aboriginal song. Then we exchanged our messy, and introduced each others. Though their pronunciation of English wasn't very

good, we still learned a lot.

After the great meeting, we put all our pressure down. We headed to’ Five-Colors Lake''.The color of soil will changed with season, but we just saw the normal color at that time. There was something exciting, the snow!

With the raising of height, the land was covered with snow anywhere. The temperature was not cold enough for me to stay in the warm car. We walked

straight the road, we played snow and took pictures for commemorating forever. Ending today's mission, we went to another Japanese hotel.

We had great night as yesterday!

(4)

4. Write down provided! • Who... ... ... ... ...? • What ... ... ... ... " !* ! ! ! !"

n the synonyms of each vocabulary below in ... ... ... ... ... ... ... ...? • Where ... ... ... ...? • When ... ... ... ...? • Wh ... ... ... ... • How ... ... ... ... !" ! ! !

in the space hy ... ... ... ...? ow ... ... ... ...?

(5)

5. Answer these following questions! 1. Who is Jim Carrey?

... ... ... ... 2. Why did he become a comedian?

... ... ... ... 3. How is his carrer story? Use your own words!

... ... ... ... 4. Based on the diary, describe the writer of the diary using your

own words!

... ... ... ... 5. What does the writer want to tell us about?

... ... ... ... ...

(6)

Give supporti

2. Identify the g summarize it i

4 ! !

rting details for each paragraph!

generic structure of My Great Experience pa it in the mind mapping below!

E :

'**

1 !" 4

) !

6 +

' !

! ' !

passage and

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