Developing Materials of an EFL Reading Courseware Prototype for 8th Grade Students of Junior High School.
TABLE OF CONTENTS
Approval Page i
Declaration Page ii
Dedication Page iii
Acknowledgements iv
Abstract v
Table of Contents vi
List of Tables xii
List of Figures xiii
CHAPTER I INTRODUCTION 1
1.1 Background of the Study 1
1.2 Scope of the Study 4
1.3 Purpose of the Study 4
1.4 Research Questions 5
1.5 Significance of the Study 5
1.6 Research Methodology 5
1.7 Definition of Key Terms 6
1.8 Concluding Remark 7
CHAPTER II DEVELOPING MATERIALS OF EFL READING COURSWARE FOR 8th GRADE STUDENTS
2.1 Principles in Material Development 8
2.2 The Teaching of Reading 10
2.2.1 Definition of Reading 10
2.2.2 Reading Process 11
2.2.3 Developing Materials for Reading Comprehension 14 2.3.3.1 Deciding Overall Purpose 15 2.3.3.2 Selection of Texts and Tasks 16 2.2.3.2.1 Selection of Texts 17 2.2.3.2.2 Identifying Task 23 2.2.3.2.3 Identify Linguistic Element 29 Sequencing and Integrating Texts and Tasks 29 2.2.3.2.5 Linking Reading to Other Skills 30
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2.4 Strategies in Teaching Descriptive Texts 32
2.5 Eight Grade Students 34
2.6 Presenting Reading Materials in Computer Based
Multimedia 35
2.6.1 Mayer’s Cognitive Theory of Multimedia Learning 37 2.6.2 Dickinson’s Specific Design Features for
Self-Instructional Materials 40
2.6.3 Plass’ Model of Interface Design 42 2.6.4 Gordon’s Screen Design Guidelines 42
2.7 Concluding Remark 43
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Problems 44
3.2 Research Design 45
3.3 Research Procedures 48
3.2.1 Data Collection 48
3.2.1.1 Research Site and Participants 48 3.2.1.2 Instrumentations 50 3.3.1.2.1 Needs Analysis Instrumentations 50 3.3.1.2.1.1 Questionnaire 50 3.3.1.2.1.2 Interview Guidelines 52 3.3.1.2.1.3 Observational Sheets 52
3.3.1.2.2 Instruments for The Try Out and Evaluation 53 3.3.1.2.2.1 Questionnaire 54
3.3.1.2.2.2 Evaluation Form For Reading
Comprehension 56
3.3.1.2.2.3 Courseware
Evaluation Form 56 3.3.1.2.2.4 Observation 57 3.3.1.2.2.5 Pre-test and
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3.3.1.2.3 Summary of the
Instrumentations 59 3.3.1.2.4 Data Collection Technique 59
3.2.2 Data Analysis 61
3.4 Concluding Remarks 62
CHAPTER IV DATA ANALYSIS AND DISCUSSION
4.1 Data Analysis for The Courseware Development Stage 64
4.1.1 Need Analysis 64
4.1.1.1 Questionnaire Result and Interpretation 65 4.1.1.2 Interview Result and Interpretation 73 4.1.1.3 Observation Result 76 4.1.1.4 Important Findings from Needs Analysis 80 4.1.2 Data on Reading Materials Development 80 4.1.2.1 The Overall Purpose of The Program 81 4.1.2.2 Selection of Texts 81
4.1.2.3 Tasks Design 86
4.1.2.4 Linguistic Element Identification 88 4.1.2.5 Linguistic Elements Identification 83 4.1.2.6 Sequencing and Integrating Text and Task 89 4.1.2.7 Linking Reading to Other Skills 91 4.2 Reading Courseware Production Process 92 4.2.1 Courseware Operational Model 92
4.2.2 Storyboard Development 101
4.2.3 Courseware Production 102
4.3 Courseware Try Out and Evaluation results Result 103 4.3.1 Students’ and Teacher’s Responses and
Observation Result 104
4.31.1 Student’s Responses 104 4.3.1.2 Teacher’s Responses 112 4.3.1.2.1 Data from Questionnaire 112
4.3.1.2.2 Reading Comprehension
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4.3.1.3 Observation 122 4.3.1.4 Important Findings from the Students’ and
Teacher’s Responses and Observation 126 4.3.2 Effectiveness of The Courseware 126 CHAPTER V CONCLUSION S AND RECOMMENDATIONS
5.1 Conclusions 129
5.2 Recommendations 130
BIBLIOGRAPHY 132
APPENDICES
Appendix 1: Aspects and Indicators of the Needs Analysis Questionnaires
Completed by Students 137
Appendix 2: Aspects and Indicators for the Interview with Teacher 139 Appendix 3: Aspects and Indicators of the Questionnaire for Evaluation
Completed by Students 142
Appendix 4: Aspects and Indicators of the Questionnaire for Evaluation
Completed by Teacher 144
Appendix 5: Questionnaire for Needs Analysis Completed by Students 148 Appendix 6: Result of Needs Analysis (Completed by Students) 152 Appendix 7: Interview Guidelines for the Needs Analysis 155 Appendix 8: Transcripts of Interview with the Teacher 157 Appendix 9: Observational Field Notes for Needs Analysis 162 Appendix 10: Questionnaire for Evaluation Completed by Students 169 Appendix 11: Result of Questionnaire for Evaluation (to obtain students’
responses towards the Courseware) 173
Appendix 12: Questionnaire for Evaluation Stage Completed by the
Teacher 176
Appendix 13: Result of Questionnaire for Evaluation Stage Completed by
the Teacher 180
Appendix 14: Evaluation Form for Reading Comprehension 184 Appendix 15: Result of Evaluation Form for Reading Comprehension 185
Appendix 16: Courseware Evaluation Form 186
Appendix 17: Result of Courseware Evaluation Form 187 Appendix 18A: Matrix 1 Where the Students Exit the Courseware 188
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Appendix 18B: Matrix 2 How the Students Complete Each Section of
the First Text the Students Accessed 189 Appendix 19: Matrix 3 The Frequency of Repeating the Repeatable
Section 190
Appendix 20: Observational Field Notes for Evaluation 191
Appendix 21: Comprehension Exercise for Text #1 192
Appendix 22: Comprehension Exercise for Text #2 197
Appendix 23: Comprehension Exercise for Text #3 201
Appendix 24: Reading Comprehension Test in the Courseware 205
Appendix 25: Pre-test Questions 209
Appendix 26: Post-test Questions 213
Appendix 27: Detailed Score of Pre-test and Post-test 217
Appendix 28: Storyboard 218
Appendix 29A: Examples of Courseware's Screen Presentation (Non
Activity Pages) 319
Appendix 29B: Examples of Courseware's Screen Presentation (Activity
Pages) 321
Appendix 30: The teacher's Source of Materials 324
Appendix 31A: Original Version of Text #1 343
Appendix 31B: Original Version of Text #2 345
Appendix 31C: Original Version of Text #3 347
Appendix 31D: Original Version of Text Used for the Test in the
Courseware 348
Appendix 31E: Original Version of Text Used for the Pre-test 349 Appendix 31F: Original Version of Text Used for the Post-test 350 Appendix 32: Documentary Photos of the Observation for Needs Analysis 352 Appendix 33: Documentary Photos of the Courseware Try Out 354 Appendix 34: Official Letter from the Indonesia University of Education to
the Principal of SMP Bale Endah Bandung. 356 Appendix 35: Official Letter from SMP Bale Endah Bandung 357 Appendix 36: The Ration Between Written and Spoken Texts in The
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LIST OF TABLES
Table 2.1 Grid for Developing and Evaluating Reading Comprehension Questions
28 Table 3.1 Categories for Student Questionnaire in Needs Analysis 51 Table 3.2 Categories for Interview with English Teacher in Needs Analysis 52 Table 3.4 Categories for Student Questionnaire in Evaluation Stage 55 Table 3.5 Categories for Teacher Questionnaire in Evaluation Stage 55 Table 3.6 Questions Guidelines Based On Comprehension Outputs 58 Table 3.7 Research Instruments Based on Research Questions 59 Table 3.8 Data Collecting Technique Based on Research Questions and
Data Type
60 Table 3.9 Data Analysis Based on Data Type and Data Collecting
Technique
61 Table 4.1 Student’s grammatically-wrong sentences form the first writing tasks
77 Table 4.2 Students’ grammatically-wrong sentences from the second
writing task
79
Table 4.3 Summary of the observation results 79
Table 4.4 Summary of texts analysis 86
Table 4.5 Linguistic Elements of the selected texts 89 Table 4.6 The Sequence and Integration of Text and Tasks 90
Table 4.7 Pre-test and post-test results 127
Table 4.8 Paired sample statistics of the pre-test and post-test 127 Table 4.9 Paired sample correlation of the pre-test and post-test 127 Table 4.10 Paired sample test of the pre-test and post-test 128
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Figure 2.1 Interactive Approach to Reading 13 Figure 2.2 Fry Graph for Estimating Reading Ages (grade level) 21 Figure 2.3 Fry Graph for Estimating Reading Ages (in years) 22
Figure 2.4 The Barrett Taxonomy 26
Figure 2.5 Idea Web 34
Figure 2.6 Mayer’s Cognitive Theory of Multimedia Learning 39
Figure 2.7 Gordon’s Screen Design Guidelines 43
Figure 2.8 Gordon’s Guidelines for The Use of Color 43
Figure 4.1 Program Operational Model 95
Figure 4.2 Second Level of Preview Section 96
Figure 4.3 Second Level of Choose Text Section 98
Figure 4.4 Second Level of Preview Section 100
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CHAPTER I Introduction
This chapter introduces the present study. It presents the background, scope, purpose, research questions, significance, and keywords used.
1.1 Background of the Study
Teaching materials are crucial in most language classes because they generally become the basis for activities and practices in the classroom. They become the language input students receive, provide ideas for teachers on how to plan and teach lessons, and serve as formats that teachers can use (Richard, 2002:251). With regards to these essential roles of materials for both students and teachers, developing them becomes a crucial decision as well.
Brown (1995:139) defines material as any systematic description of the technique and exercises to be used in classroom teaching. The technique and exercises includes the lesson plan, packets of audio visual aids, games, or other types of activities that are used in the classroom. Further it is explained that the key in developing sound materials is to make sure that the materials are well described and organized so that a teacher can use them with no confusion and with a minimum of preparation time. A set of material is viable if a teacher may implement it without any help from the original creator. This is applicable to any kinds of materials including reading comprehension materials.
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In preparing the reading texts and exercises for students a definition of reading needs to be selected. This definition becomes the basis for the development process. This present study believes that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning (Anderson in Nunan, 2003). In other words, it is believed that during reading reader processes, in his mind, new information from the text by integrating them with his background knowledge. This means that conceptual grounding for the selected reading topics is one of the considerations in developing the reading materials.
Reading materials may be presented through one type of medium such as paper or through a combination of several media better known as multimedia. One of the frequently used multimedia in the field of language learning is computer based multimedia which integrates various kinds of media like texts, voice, pictures, animation, and video clips in a single software (Jacobs, 1992 in Munir, 2001). It is believed that such media provide students with richer mental image to support their language learning (Frommer, 1998 in Hadley, 2001:163).
Other advantages of using computer based multimedia are that computers can be programmed to allow users to control both the conditions of viewing and what is viewed (Frommer, 1998 in Hadley, 2001:212) and that it offers interactive learning (Frommer, 1998 in Hadley, 2001:163). The possibility of controlling the conditions of viewing and what is viewed enable a material developer to adapt the information and tasks with the learners’ competency level
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and address their individual interests. Meanwhile, the interactive learning results in the improvement of sensory stimulation (Hoogeven, 1995 in Munir 2001).
Computer based multimedia in education can function as courseware. Courseware is defined as software and data used in computer-based training (Encarta Dictionary Tools, 2006). Therefore, EFL Reading courseware is software designed to be used as a media in the teaching and learning of EFL reading. The teaching and learning are designed and packaged in computer-based multimedia software.
Considering the facts above, the present study focuses on developing materials for a prototype of an EFL reading courseware. The development was intended to increase student’s reading comprehension through written, visual, and auditory modes. The term ‘increase’ implies that the teaching of reading here refers to what Anderson (in Nunan 2003) called “teaching learners who already have reading skills in their first language”.
The participants of this present study are 8th grade students who have been studying English for one year and their English teacher in one junior high school in Bandung. In their previous year, they have learned narratives, descriptive texts, anecdotes, and recounts. It is expected that the result of the present study may help the students in increasing their comprehension towards descriptive texts.
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1.2 Scope of the Study
This study is part of a 3-year research program on The Development and Effectiveness of Multimedia in English Language Learning for Junior High Students conducted by Prof. Dr. Nenden Sri Lengkanawati, M.Pd, Dr. Iwa Lukmana, M.A. and Dr. Munir, MIT. In the first year the research dealt with mapping the condition of learning English in junior high schools and developing the prototype of instructional design and storyboard as the springboard to develop the multimedia software. In the second year the research focuses on developing materials for the software. In the last year the research will focus on measuring the effectiveness of the software in the teaching and learning process.
This study is under the second year period. Therefore, it concentrates on courseware materials development. More specifically, the materials are intended to increase 8th grade students’ reading skill.
1.3 Purpose of the Study
The focus of this study is to develop materials of an EFL reading courseware for 8th grade students. Within this context, the study attempts to
(1) describe the processes involved in developing EFL reading comprehension material courseware,
(2) find out students’ and teacher’s responses toward the material designed, and (3) compare students’ reading comprehension before and after using the
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1.4 Research Questions
In line with the above-mentioned purposes, the problems of the present study are formulated in the following research questions.
(1) What are the processes involved in developing materials of EFL reading comprehension courseware?
(2) How do students and teacher respond to the courseware?
(3) Does the reading courseware improve students’ reading comprehension?
1.5 Significance of the Study
This study may be of benefit to students, English teachers, material developers and other researchers. Students may use the courseware individually at school or at home to increase their reading comprehension skill, particularly in terms of descriptive texts. When using the courseware students are trained to study independently, in their own pace. English teachers may use the courseware as supplementary materials in their classes. Material developers interested in integrating multimedia into the teaching and learning process may develop the courseware for other types of texts or other English language skills. Other researchers may use the courseware to conduct further research.
1.6 Research Methodology
There are five main instruments used in this study, i.e. (1) questionnaires for needs analysis and courseware evaluation, (2) interview guidelines, (3)
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observational sheets, (4) learning materials in the form of the prototype courseware, and (5) tests, which include pre-test and post-test. Findings from the questionnaires, interviews, and observational sheets are analyzed descriptively. Meanwhile, scores from the pre-test and post-test are analyzed using the matched t-test.
1.7 Definition of Key Terms
Several key terms are used in explaining, discussing, and reporting the results of this present study. There are four key words used, i.e. EFL reading courseware, multimedia, CD-ROM, interactivity, and descriptive text. Courseware is defined as software and data used in computer based training (Encarta Dictionary Tools, 2006). In this study EFL reading courseware refers to software which is used as supplementary material to increase the students’ reading skill through written, visual, and auditory modes.
Multimedia is defined by Vaughan (1994 in Greer and Brown, 2002) as any combination of texts, graphic art, sound, animation, and video delivered by computer or other electronic means. In this study the term multimedia refers to the combination of written, visual, and auditory modes used in presenting the reading program. The term ‘interactivity’ is used to describe software applications which allow learners to make decisions about the content they work with, the paths they take through this content, and the responses made by the software to their actions. The last term, ‘descriptive text’ refers to texts whose main goal is giving
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information to the readers. In this study the text particularly refers to descriptive reading texts.
1.7 Concluding Remark
This chapter has described the background, scope, purpose, research questions, and significance of the study as well as key terms used in the study. The next chapter will present the review of literature used as the basis for the research methodology presented in chapter III and data analysis discussed in chapter IV.
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CHAPTER III Research Methodology
This chapter discusses the research methodology employed in the present study. The discussion starts from the research problems since it is the basis for the whole study. Based on the research problems the research was designed. The research design is followed by the description of research site and participants, research methods, research instruments, data collection technique, and methods of data analysis.
3.1 Research Problems
The focus of this study is to develop materials of an EFL reading courseware for 8th grade students. This leads to three research problems, i.e.
(1) What are the processes involved in developing materials of EFL reading comprehension courseware?
(2) How do students and teacher respond to the courseware designed? (3) Does the reading courseware improve students’ reading comprehension?
Based on these problems the research is designed so that all research questions can be answered.
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3.2 Research Design
The present study is divided into four stages, i.e. needs analysis, material development, try out and evaluation, and analysis of all collected data. The needs analysis is intended to obtain data on students’ needs and preference in relation to reading comprehension. This is done by distributing a questionnaire to the students, interviewing the teacher, and observing the class activities.
The second stage of the study is material development stage, including both the reading material and courseware. Research activities in this stage are developing reading materials, writing storyboard, producing, judging, and revising the courseware. The material development includes selecting texts, designing exercises and instructions, integrating texts and exercises based on taxonomy for reading comprehension, and designing mechanism for readers’ feedback. The storyboard contains complete description of lesson presentation using multimedia. Meanwhile, the software production was done by a software engineer. When the software is completed, it is judged by a multimedia and EFL methodology experts who are the researcher’s supervisors. Finally, the courseware is revised.
The third stage of the research is the try out and evaluation stage. There are three steps here. First, students are given a pretest. Second, the students and one English teacher are asked to use the courseware. Observation is done during the trial session. During the observation students’ and teacher’s responses are recorded. When students finish with the courseware, they are asked to complete a questionnaire to
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find students’ responses towards the courseware. Meanwhile, teacher is asked to give score for the courseware, complete a reading comprehension evaluation form, and complete a questionnaire. Finally, a posttest is administered.
The fourth stage of the study is the data analysis and report stage. Data from questionnaire, interview, observations, scoring forms, pretest, and posttest are analyzed. The result of the analysis is concluded and reported.
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4th S T A G E 3 rd S T A G E 2 nd S T A G E Needs analysis:
1. Distributing questionnaire to 36 students 2. Interviewing teachers
3. Observing the teaching and learning of descriptive text
4. Analyzing data obtained 5. Concluding student’s need
Developing materials for EFL reading courseware
1st S T A G E
Judgment and Revision
Analyzing findings and data
Producing the courseware
Conclusion and Report
Try out and Evaluation:
1. Pre testing the participants (10 students)
2. Trying out the courseware (10 students + 1 teacher) 3. Observation
4. Questionnaire 5. Interview
6. Post testing the participants (10 students) Writing storyboard
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3.3 Research Procedure
This section includes data collection and data analysis. Data collection is discussed in terms of the site and participants, the instrumentation, and the collection technique. Meanwhile, data analysis is discussed based on the type of data that would be obtained.
3.3.1 Data Collection
3.3.1.1Research Site and Participants
This study is conducted in one junior high school in Bandung because this school has a special program, i.e. acceleration class, and provides a compulsory subject, i.e. Skills for Computer Technology and Information, which requires the students to work in the computer laboratory. The acceleration class is a pilot project for the school and when the present study was conducted the students were in their eighth grade. This class consists of 36 students.
Purposively, this study selects students from eighth grade of the acceleration class for two reasons. First, these students have been introduced to the basic knowledge of English in their seventh grade. Second, these students have been trained to study both individually and in groups in completing their tasks since they were in their seventh grade. Students’ capabilities in working in groups have made the communication between students and the researcher easier, especially during the
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needs analysis and try out sessions. Students’ familiarity with working individually has made the courseware try out possible.
Meanwhile, the Skills for Computer Technology and Information subject becomes an important basis for the site selection because the subject has made the courseware try out possible. This particular subject implies that computer is not a new and extraordinary medium. Further, the school also provides the acceleration class with two units of computer capable of connecting to the Internet. This ensures the researcher that both the students and the teacher are familiar with working with the computer.
The participants in needs analysis stage are different from those in the evaluation stage. In the needs analysis all students (36 students) of the acceleration class are involved. However, the try out stage is conducted with only 10 students of the class. This is due to the limited number of computers available: only ten computers can be used for the implementation.
The selection of students who are involved in the trial session is done purposively (Alwasilah, 2003; McMillan and Schumacher, 2001; Maxwell, 1996). The researcher asked the teacher to select three students with high scores, four students with average scores, and three students with low scores in her English class. Referring students’ score records, including those when the students were in their seventh grade, the teacher select the students.
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3.3.1.2Instrumentations
The present study involves two types of instrumentations, i.e. needs analysis instruments and courseware evaluation instruments. Needs analysis instruments include a questionnaire for students, an interview guideline to interview the teacher, and observational sheets to record the class activities. Courseware evaluation instruments consist of two questionnaire to be completed by ten students and a teacher, a reading comprehension evaluation and a courseware evaluation forms which are completed by the teacher, observational sheets to record students’ responses during the try out session, and pre-test and post-test questions.
3.3.1.2.1 Needs analysis Instrumentations
The instruments used to examine students’ needs in reading comprehension are questionnaire, interview and observation. Each of these instruments is described in Sections 3.2.2.1.1.1, 3.2.2.1.1.2, and 3.2.2.1.1.3.
3.3.1.2.1.1 Questionnaire
The questionnaire is used to obtain data on student’s needs in reading comprehension. The questions are designed to get data on the students’ purpose in reading a text, type of reading text that they like most, reading topics that they like most, difficulties that they encounter when they are reading, strategies to overcome the difficulties, and
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their familiarity with working with computer. This questionnaire is completed by students in the beginning of the first stage of the study.
This questionnaire is developed based on six categories of questions previously mentioned. Each category is developed into aspects and indicators for each question (see Appendix 1). The 23 questions used here are closed-type questions in which choices of alternatives are offered to the respondents. Table 3.1 presents the categories and the number of questions which address each category.
No Category Question No.
1. Reading Purpose 1. 2, 3, 4, 5
2. Types of Texts 6, 7, 8, 9
3 Reading Topics 10
4 Difficulties encountered when reading English texts 11, 12, 13, 14 5 Strategies done to overcome the difficulties when reading
English texts
15, 16, 17
6 Working with computers 18, 19, 20, 21, 22, 23
Table 3.1 Categories for Student Questionnaire in Needs Analysis
The responses are recorded in two ways: three categories of purposes which answer can be always, sometimes, or never, and two categories of purposes which answer can be yes or no.
Before the questionnaire is distributed to the participants of this study it is reviewed, and tried out to eighth grade students from a different class. The questionnaire is reviewed in terms of its statements’ and questions’ clarity, bias, conciseness, and the possible meanings for all readers. Furthermore, it is tried out to check the ambiguity in sentences, instructions and the time of completion. Finally, the questionnaire is revised depending on the feedback from the review and the try out. The questionnaire is presented in Appendix 5.
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3.3.1.2.1.2 Interview Guidelines
The second instrument for needs analysis is the interview guidelines. These guidelines are used to interview the teacher to gain data on students’ need from the teacher’s point of view and to obtain teacher’s recommendation in terms of text type for the courseware content. The guidelines are divided into six categories which are the same as those for questionnaire distributed to the students. The categories are developed into aspects and indicators for the questions (see Appendix 2).
The interview is a semi-structured interview. It uses the same categories with the questionnaire for two reasons. First, through the interview it is expected that there will be more data gained. Second, technically this technique is possible to be used because only one teacher is involved in this study.
Table 3.2 presents detailed categories and the number of questions which address each category. The guidelines are presented in Appendix 7.
No Category Question No.
1. Reading Purpose 1 & 2
2. Types of Texts 3, 4, 5, 6, & 7
3 Reading Topics 8 & 9
4 Difficulties encountered when reading English texts 10, 11, 12, 13, 14, & 15 5 Strategies done to overcome the difficulties when reading
English texts
16
6 Working with computers 17, 18, & 19
Table 3.2 Categories for Interview with English Teacher in Needs Analysis
3.3.1.2.1.3Observational Sheets
The observations are done to collect data on how teacher conducts her English class, especially the reading classes, and how students participate in those classes.
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Consequently, the observations are addressed to both students and the English teacher. The data is used to determine the position of the courseware developed in the English class.
The observational data are recorded in two kinds of field notes. The first field note is used to record teacher’s techniques in teaching descriptive texts. The second field note is used to record the students’ participation during the class. The observational sheet format is presented in Appendix 9.
3.3.1.2.2 Instruments for Try Out and Evaluation
Instrumentations for the try out are the courseware developed. The courseware contains pre-reading activities, the reading texts, exercises, instructions, and the reading test. Pre-reading activities require students to follow the KWL strategy for reading descriptive texts, to watch movie clips related to the reading text, and to follow the vocabulary web. The reading texts are taken from a printed source which is one of the series from Childcarft World Book International published in 1993. They are approximately of similar levels. The exercises are designed based on Barrett’s taxonomy of the Cognitive and Affective Dimensions of Reading Comprehension (section 2.3.3.2.2.). The instructions are presented in written and spoken forms. Both the written and spoken instructions are conducted in conversational way using first and second persons (see Section 2.6.1). Meanwhile the reading test is designed also based on Barrett’s taxonomy. All texts, exercises,
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instructions and test for the courseware are presented in Appendices 21, 22, 23, and 24.
The instrumentations for evaluation include instrumentations for courseware evaluation and instrumentations for preliminary analysis of courseware effectiveness. The first instrumentations include questionnaire completed by students and teacher, reading comprehension and courseware evaluation forms completed by the teacher, and observation sheet. Meanwhile, the second instrumentations consist of pre-test and post-test questions. Section 3.2.1.2.2.1 to Section 3.2.1.2.2.5 will describe each instrument further.
3.3.1.2.2.1Questionnaire
There are two kinds of questionnaire used here, one was completed by the students and the other by the teacher. The questionnaire are used to obtain data on students’ and teacher’s responses toward the courseware.
The questionnaire are developed based on ten categories of questions as shown in Table 3.4. Each category was developed into aspects and indicators for each question (see Appendix 3 and 4). Table 3.4 presents the categories for student questionnaire. Table 3.5 presents the categories for teacher questionnaire.
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No Category Question No.
1. KWL Strategy 1. 2, 3, 4, 5, 6, 7, 8, & 9
2. Pre-Reading Activities 10, 11, 12, 13, 14, 15, & 16
3. Read Aloud Practice 17, 18, 19, 20, 21, 22, 23, 24
4. Texts 25, 26, 27, 28, 29, 30, 31, 32, 33, & 34
5. Exercises 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46,
47, 48, & 49
6. Help 50, & 51
7. Ease of Use 52 &53
8. General Design 54, 55, 56, 57, & 58
9. Mode of Instruction 59, 60, & 61
10 Feedback 62, 63, 64, & 65
Table 3.4 Categories for Student Questionnaire in Evaluation Stage
No Category Question No.
1. The Use of KWL Strategy 1. 2, 3, 4, 5, 6,
2. Pre-Reading Activities 7, 8, 9, 10, 11, & 12
3. Read Aloud Practice 13, 14, 15,16, 17, 18, & 19
4. Texts 20, 21, 22, 23, 24, 25, 26, 27, & 28
5. Exercises 29, 30, 31, 32, 33, & 34
6. Help 35, 36, 37, & 38
7. Ease of Use 39 & 40
8. General Design 41, 42, 43, 44 & 45
9. Mode of Instruction 46, 47, 48, & 49 50
10 Feedback 51, 52 & 53
Table 3.5 Categories for Teacher Questionnaire in Evaluation Stage
Similar to the process in developing questionnaire for needs analysis, these questionnaire are assessed, reviewed, and tried out. The questionnaire are assessed and reviewed in terms of their statements’ and questions’ clarity, bias, conciseness, and the possible meanings for all readers. They are tried out to check the ambiguity in sentences, instructions and the time of completion. Finally, the questionnaire are revised depending on the feedback from the assessment, review, and try out. The questionnaire are presented in Appendices 11 and 13.
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3.3.1.2.2.2Evaluation Form for Reading Comprehension
The evaluation form for reading comprehension is intended to measure the quality of the activities in the reading courseware. The form is completed by the teacher. The instrument is adopted from Plass (1998). The items are designed according to the cognitive process in reading comprehension and developed based on five categories. The categories are activating and processing of prerequisite knowledge, decoding the linguistic surface structure of the text, paying attention to and selecting relevant information, organizing the selected information into a text base, and integrating the new information into the learner’s mental model. The form is provided in Appendix 14.
3.3.1.2.2.3Courseware Evaluation Form
The courseware evaluation form is adopted from Switala’s (2003). It is used to asses the key elements of the content, the management, the ease of use, the general design, and the mode of instruction. The assessment was done by giving points to these five criteria. The criteria are divided into three ranges, i.e. range 0-10 points, 11-20 points, and 21-30 points. The descriptions of each point are provided in Appendix 16. This form was completed by the teacher only.
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3.3.1.2.2.4Observation
Similar with the observational sheets used in needs analysis, the observational sheets for the evaluation stage are used to record students’ responses during the try out session. Data which are recorded are students’ questions in relation with the courseware. This data are recorded in field notes. The observational sheet format for the evaluation stage is presented in Appendices 18A, 18B, 19, and 20.
3.3.1.2.2.5Pre-test and Post-test Instrumentations
A pretest and post-test are administered to measure students’ reading comprehension before and after they use the courseware. The pre-tests and post-test questions are designed using Barrett’s Taxonomy. Three comprehension types are used as the guidelines, i.e. literal comprehension, reorganization, and inferential comprehension. Table 3.6 presents the descriptions of types of comprehension outputs, forms of questions, and the number of questions which address each type of comprehension output. These descriptions are applied for pre-test and post-test.
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No Type of Comprehension
Outputs Part Form of questions
Question No. 1 Literal Comprehension
(Recognition: 1.1.1.) I
finding sentence or
paragraph 1, 2, & 3
2 Literal Comprehension
(Recognition: 1.1.3.) I
finding sentence or
paragraph 7
3 Literal Comprehension
(Recognition: 1.1.5.) I
finding sentence or
paragraph 5 & 6
4 Literal Comprehension
(Recall: 1.2.1.) II
true/false
8, 9, 10, & 11 5
Literal Comprehension
(Recall: 1.2.3.) II
true/false
12 & 13 6 Literal Comprehension
(Recall: 1.2.4.) II
true/false
14 7 Literal Comprehension
(Recall: 1.2.5.) II
true/false
15, 16, 17 8 Reorganization (Classifying:
2.1) III
click and drag 18, 19, 20, 21, 22, & 23
8 Reorganization
(Summarizing: 2.3) IV
Click and drag 26, 27, 28, 29, 30, 31, 32, 33, 34, 35 9 Inferential Comprehension
(3.1.) V
true/false
36, 37, & 38 10 Inferential Comprehension
(3.2.) V
true/false
39 11 Inferential Comprehension
(3.5.) V
true/false
40
Table 3.6 Questions Guidelines Based On Comprehension Outputs
Similar to the process in developing the questionnaire, these tests are assessed, reviewed, and then tried out. The assessment, review, and try out are intended to check the clarity of the tests’ sentences and instructions. After that, the tests are revised. Pre-test and post-test questions are presented in Appendices 25 and 26.
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3.3.1.2.3 Summary of the Instrumentations
Based on the research questions and type of data obtained all instrumentations used at all stages of the present study are summarized in Table 3.7.
No Research
question Type of data Instrument
1 No. 1
a. Students need and preferences Questionnaire b. Teacher’s recommendation Interview guideline c. class activities for the teaching
and leaning of descriptive texts Observation sheets
2 No. 2
a. Student’s responses Questionnaire
b. Teacher’s responses
Questionnaire, Reading
Comprehension Evaluation Form, Courseware Scoring Form
3 No. 3
a. Students’ reading comprehension
score. Pretest Questions
b. Students’ reading comprehension
score. Posttest Questions
Table 3.7 Research Instruments Based on Research Questions
3.3.1.2.4 Data Collection Technique
The techniques employed in collecting the data can be based on the data needed and the instruments used in this present study. There are nine types of data needed in this study. The first is students’ needs and preferences which are obtained through a questionnaire. The second is teacher’s recommendation whose data are obtained from interviewing the English teacher. The third is the activities in the teaching and learning of descriptive texts where the data are obtained from observation.
The fourth is students’ responses toward the courseware whose data are collected from the questionnaire and observation to the students when they are using the courseware. The fifth is teacher’s responses toward the courseware which are
(31)
obtained by asking the teacher to complete a questionnaire. The sixth is score for reading comprehension activities. This data is gained from a reading comprehension evaluation form. The seventh is courseware score which data are obtained from an evaluation and a scoring form. The eighth and the ninth are students’ reading comprehension scores before and after they use the courseware. These data are collected from administering pre-test and post-test. Table 3.8 summarized all the techniques employed during the study.
No Research
question Data type
Data collecting
technique Time allocation
1 No. 1
a. Students need and
preferences Questionnaire
Conducted at the beginning of preliminary study b. Teacher’s
recommendation Interview
Conducted at the beginning of preliminary study c. Class activities for the
teaching and leaning of descriptive texts
Observation
Conducted in the middle until the end of preliminary study.
2 No. 2
a. Student’s responses
Observation Conducted during
the try out
Questionnaire Conducted after the
try out
b. Teacher’s responses Questionnaire Conducted after the
try out c. Reading comprehension’s activities score Reading Comprehension Evaluation Form
Conducted after the try out
d. Courseware Score Courseware
Scoring Form
Conducted after the try out
3 No. 3
a. Students’ reading
comprehension score. Pretest Questions
Conducted before the try out b. Students’ reading
comprehension score. Posttest Questions
Conducted after the try out
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3.3.2 Data Analysis
Basically, all data for this study are obtained from distributing questionnaire, conducting interviews, conducting observations, assessing the courseware, and administering tests. This means that the analysis for the data might be qualitative or quantitative depending on the type of the data. Data from questionnaire, evaluation and scoring forms and tests are analyzed quantitatively. Meanwhile, data from the interview and observations are analyzed qualitatively. Further, all texts used in this study are analyzed using the guidelines for selecting EFL reading texts proposed by Day (1999) and Nuttal (1982). The data analysis methods for each type of data are presented in table 3.9.
No Research
question Data type
Data collecting
technique Data Analysis
1 No. 1
a. Students need and
preferences Questionnaire
Quantitative
b. Teacher’s recommendation Interview Qualitative
c. class activities for the teaching and leaning of descriptive texts
Observation
Qualitative
d. Texts for the courseware and
the pr-test and post-test Use authentic texts
Day’s (1999) and Nuttal’s (1982) guidelines for selecting EFL reading texts
2 No. 2
a. Student’s responses Observation Qualitative
Questionnaire Quantitative
b. Teacher’s responses Questionnaire Quantitative
c. Reading comprehension’s activities score
Reading Comprehension Evaluation Form
Quantitative
d. Courseware Evaluation Score
Courseware Scoring Form
Quantitative
3 No. 3
a. Students’ reading
comprehension score. Pretest Questions
Quantitative b. Students’ reading
comprehension score. Posttest Questions
Quantitative
c. Pre-test and Post-test Results Pretest & Posttest Quantitative (matched
t-test)
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3.4 Concluding Remarks
This chapter has discussed the methodology of the present study. This methodology is used as the guidelines in conducting the research. The data obtained from all stages of this study are presented, analyzed, and reported in Chapter IV.
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CHAPTER V
Conclusions and Recommendation
This chapter presents the conclusions of the present study on the basis of the findings revealed from the data analyses presented in the previous chapter, and present suggestions for further study and for the users of the courseware. Accordingly, this chapter is divided into two parts, i.e. conclusions and recommendations.
5.1 Conclusions
The conclusions of the present study are directly related to the research problems, the answers to which become the basis for drawing the conclusion.
With regard to the first research problem, i.e. the processes involved in the reading materials preparation and the courseware production, it is found that there were five processes of preparing the reading materials and three processes of producing the courseware. It is also found that the processes was time should be systematic and strongly based on theories on pedagogy, psychology, and multimedia learning. For this reason the process should involve at least four experts, i.e. a language education expert, a software engineer, an artist, and a technician.
Concerning the second research problem, i.e. the students’ and teacher’s responses towards the courseware, it is found that both the students and teacher gave positive responses. They were interested in the courseware and considered the materials interesting, useful, and different from those used in class.
(35)
Finally, with regard to the third research problem, i.e. the courseware’s effectiveness, it is found that the courseware increased the participants’ reading ability. However, this finding, which was obtained through a pre-experimental design, was preliminary.
It can therefore be concluded that effective courseware production requires systematic plans and steps that are theoretically sound and a solid teamwork of several experts so that the users will obtain meaningful learning experiences. Despite this high requirement, the development of reading courseware as supplementary materials for the textbooks is worthy since the reading courseware received positive responses from both the students and teacher and was preliminary proven effective in improving the students’ reading skills. The reason for the students’ and teacher’s positive responses and the courseware’s effectiveness perhaps is due to the nature of multimedia. Multimedia provides interactivity between the users and the computer, incorporates various modes of inputs, and accommodates the users’ learning preferences. Moreover, the various modes of inputs are packaged in a single software so that the users do not need many types of equipment like television and tape recorder. They only need to use the computer.
Further, although the focus of the courseware is reading, other language elements, such as speech, can also be incorporated to support the reading skill. This is in accordance with the nature of multimedia itself, which support learning through various modes of inputs.
(36)
5.2 Recommendations
Besides the relatively satisfactory results, the present study has several limitations, i.e. (1) the courseware is only intended for increasing student’s reading comprehension, (2) the courseware is not field-tested in the real classroom where it is integrated to the textbooks used in class, and (3) the effectiveness examination does not involve the control group. It is therefore recommended that further research develop courseware for other language skills, try out the courseware to a larger number of participants by integrating it with the syllabus used in class, and examine the courseware’s effectiveness through true experimental design which involves a larger number of participants and a control group so that the results can be generalized.
Meanwhile, with regard to the practical consideration, the courseware developed may contribute to the teaching and learning of English in junior high school, particularly to the 8th grade students. Due to the nature of multimedia that accommodates various modes of inputs and learning preferences, it is recommended that teachers use the courseware to promote self-directed learning. Teachers may also use it as supplementary material for their English class and as a starting point to develop his or her teaching plans. It is also recommended that students use the courseware individually at school or at home to increase their reading comprehension skill through independent study. This way the students may learn to be responsible for their own learning process.
(37)
Bibliography
Alwasilah, A. Chaedar. 2003. Pokoknya Kualitatif: Dasar-Dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: PT Kiblat Buku Utama.
Alexander, Patricia, A and Emily Fox.2004. A Historical Perspectives on Reading Research and Practice from Theoretical Models and Processes of Reading. (5th ed.).International Reading Association. [Online] Available at:
http://www.reading.org/Library/Retrieve.cfm?D=10.1598/0872075
028.2&F=bk502-2-Alexander.pdf (May 25, 2006)
Berger, Melvin and Gilda Berger. 1999. How Do Flies Walk Upside Down? Questions and Answers about Insects. New York: Scholastic Inc. Bjerklie, David. 2006.Butterflies! Time for Kids: Science Scoops. New
York: HarperCollins Publishers.
Brown, James Dean. 1995. The Elements of Language Curriculum: A Systematic Approach to Program Develepment. USA: Heinle and Heinle Publishers.
Carnahan, Danielle, and Charlene Cobb. 2004. A Conceptual Model of Adolescence. US Department of Education. [Online] Available at: http://www.learningpt.org/literacy/adolescent/model.php
(February 2, 2006)
Chun, Dorothy and Jan Plass. 1998. Cyberbuch. USA: St. Martin Press. [Online] Available at:
http://llt.msu.edu/vol3num1/review/review5.html (February 2,
2006)
Chun, Dorothy M. and Jan L.Plass. 1997. Research on Text Comprehension in Multimedia Environments. Language Learning & Technology Journal, Vol. 1., No. 1., July 1997, [Online] Available at:
http://llt.msu.edu/vol 1num1/chun_plass/default.html (February 2,
2006)
Curtin, Constance and Stanley Shinall.1984. Computer-Assisted Reading Lesson. CALICO Journal, Vol. 1, No. 5. , [Online] Available at:
http://calico.org/journalarticles/volume1/vol1-5/Curtin.pdf (March
(38)
Day, Richard R. 1994. Selecting a Passage for the EFL Reading Class. Forum.Vol 32, No 1, January - March 1994. [Online] Available
at: http://exchanges.state.gov/forum/vol32/no1/p20.htm (February
12, 2006)
Day, Richard R and Jeong-suk Park. 2005. Developing Reading
Comprehension Questons. Reading in a Foreign Languge, Vol. 17., No. 1., April 2005 [Online] Available at:
http://www.pikiran-rakyat.com/cetak/2005/0105/25/0801.htm (November 12, 2005)
Forgan, Harry W. and Charles T. Mangrum II. 1989.New York: Macmillan Teaching Content Area Reading Skills: A Modular Preservice and Inservice Program. Publishing Company.
Galavis, Benicio. 1998. Computers and the EFL Class: Their Advantages and a Possible Outcome, the Autonomous Learner. English Teaching Forum. Vol. 6, No. 4., Oct – Des 1998.
Ganeri, Anita, et.al. 2005. Questions and Answers about the Natural World. Bath: Parragon.
Greer, Timothy D and Abbie Brown. 2002. Multimedia in The Classroom: A Guide to Develop ment and Evaluation. California: Crowin Press, Inc.
Hadley, Alice Omagio. 2001. Teaching language in Context. Boston: Heinle & Heinle Publishers.
Harmer, Jeremy. 2002. The Practice of English Language Teaching. 3rd Ed. England: Pearson Education Limited.
Heinich, Robert., et.al., 1985. Instructional Media And The New
Technologies of Instruction. 2nd ed. Canada: John Wiley & Sons, Inc.
Hoven, D. 1997. Improving the management of flow of control in computer-assisted listening comprehension tasks for second and foreign language learners. Brisbane: Unpublished doctoral dissertation, University of Queensland.
Hoven, Debra. 1999. A Model for Listening and Viewing Comprehension in Multimedia Environment. Language Learning & Technology. Vol 3, No 1., July 1999, [Online] Available at:
(39)
Jones, Linda C. and Jan L. Plass. 2002. Supporting Listening
Comprehension and Vocabulary Acquisition in French with Multimedia Annotations. The Modern Language Journal. Vol 86 (2002) [Online] Available at:
http://jan.ucc.nau.edu/~jgc/512/listening_jones_plass.pdf (June 8,
2006)
Karl, Krahnke. 1987. Aproaches to Syllabus Design for Foreign Language Teaching. New Jersey: Prentice-Hall, Inc.
Lengkanawati, Nenden Sri, Munir, Iwa Lukmana. 2005. Pengembangan dan Keefektifan Multimedia dalam Pembelajaran Bahasa Inggris di SLTP; Excutive Summary Laporan Penelitian Tahun 2005. Universitas Pendidikan Indonesia: Unpublished.
Leg. Gerarld. 2002. Minibeast. London: Zigzag Children’s Book.
Maxwell, Joseph A,. 1996. Qualitative Research Design: An Interactive Approach. UK: Sage Publication.
McMillan, James H. and Sally Schumacher. 2001. Research in Education; A Conceptual Introduction. 5th edition. New York: Addison Wesley Longman, Inc.
Moyer, Alene. 1999. Review of Cyberbuch. Language Learning & Technology. Vol 3, No 1., July 1999, . [Online] Available at:
http://llt.msu.edu/vol3num1/review/review5.html (02, Nov, 2005)
Munir and Halimah Badioze Zaman. 2002. Metodologi Pengembangan Multimedia dalam Pendidikan (Studi Kasus Terhadap Proyek: Multimedia in Education For Literacy (MEL), Universiti
Kebangsaan Malaysia). Mimbar Pendidikan. No. 2, Tahun XXII, 2002. Bandung: University Press Universitas Pendidikan
Indonesia.
Myers, Samuel S. and Laurel Brent-Hariss 2004. New Horizon for Primary School: Teacher’s Guide Manual for Formulating Reading Comprehension Questions.Joint Initiatives of the Government of Jamaica (GOJ) and The United States Agency for International Development (USAID). [Online] Available at:
(40)
http://www.moec.gov.jm/projects/newhorizons/new_horizons_mat
erials/Teachers%20Guide.pdf (June 17, 2006)
Nunan, David. Ed. 2003. Practical English Language Teaching. New York: McGraw-Hill Companies, Inc.
Nunan, David. 1999. Second Language Teaching and Learning. Massachusetts: Heinle and Heinle Publisher .
Nuttal, Christine. 1982. Teaching Reading Skills in a Foreign Language. Oxford: Heinmann International.
Plass, Jan L. 1998. Design and Evaluation of the User Interface of Foreign Language Multimedia Software: A Cognitive Approach. Language
Learning and Technology. Vol. 2. No. 1. . [Online] Available at:
http://llt.msu.edu/vol2num1/article2/ (February 2, 2006)
Reid, Joy M. Ed. 1998. Understanding Learning Styles in the Second Language Classroom. USA: Prentice Hall Regents.
Richards, Jack C. 2002. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, Jack C. 2005. Materials Development and Research – Making The Connection. Paper presented at the colloquium on research and materials development at the TESOL Convention. [Online] Available at:
www.professorjackrichards.com/pdfs/materials-development-making-connection.pdf
(November 12, 2005)
Singhal, Meena. 1998. A Comparison of L1 and L2 Reading: Cultural Differences and Schema. The Internet TSEL Journal, Vol. IV, No. 10, October 1998. [Online] Available at:
http://iteslj,org/Articles/Singhal-RedingL1L2.html (February 12,
2006)
Stern, Borje and John McClintock. 1992. Listen. Eurotalk: Heinman International.
Switala, William J. in Tomei, Lawrence, A. Ed. 2003. Challenges of Teaching With Technology Across The Curriculum: Issues and Solutions. London: Information Science Publishing.
(41)
Urdan, Tim and Steven Klein. 1998. Early Adolescence: A Review of the Literature. A paper prepared for the U.S. Department of Education Office of Educational Research and Improvement for the
Conference on Early Adolescence. [Online] Available at:
www.mprinc.com/pubs/pdf/early_adolescence.pdf (February 12,
2006)
Wallace, Catherine. 1993. Reading.Oxford: Oxford University Press. Walters, Martin and Jinny Johnson.2005. Encyclopedia of Animals. Bath:
Parragon.
Wong, Martin R. and John D. Raulerson. 1974. A Guide to Systematic Instructional Design. New Jersey: Educational Technology Publications, Inc.
_________. 1993. About Animals.Vol. 3. London: Childcraft World Book Inc. International.
_________. 2006. Microsoft Encarta Premium 2006. 2006. Microsoft® Encarta® 2006. © 1993-2005 Microsoft Corporation. Available on DVD.
_________. 2006. Encarta Dictionary. Microsoft® Encarta® 2006. © 1993-2005 Microsoft Corporation. Available on: DVD
_________. 2004. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Departemen Pendidikan Nasional.
________. 2006. Reading Comprehension Booster. USA: Merit Software. [Online] Available at: http://www.meritsoftware.com (February 2, 2006)
(1)
5.2 Recommendations
Besides the relatively satisfactory results, the present study has several limitations, i.e. (1) the courseware is only intended for increasing student’s reading comprehension, (2) the courseware is not field-tested in the real classroom where it is integrated to the textbooks used in class, and (3) the effectiveness examination does not involve the control group. It is therefore recommended that further research develop courseware for other language skills, try out the courseware to a larger number of participants by integrating it with the syllabus used in class, and examine the courseware’s effectiveness through true experimental design which involves a larger number of participants and a control group so that the results can be generalized.
Meanwhile, with regard to the practical consideration, the courseware developed may contribute to the teaching and learning of English in junior high school, particularly to the 8th grade students. Due to the nature of multimedia that accommodates various modes of inputs and learning preferences, it is recommended that teachers use the courseware to promote self-directed learning. Teachers may also use it as supplementary material for their English class and as a starting point to develop his or her teaching plans. It is also recommended that students use the courseware individually at school or at home to increase their reading comprehension skill through independent study. This way the students may learn to be responsible for their own learning process.
(2)
Bibliography
Alwasilah, A. Chaedar. 2003. Pokoknya Kualitatif: Dasar-Dasar
Merancang dan Melakukan Penelitian Kualitatif. Jakarta: PT
Kiblat Buku Utama.
Alexander, Patricia, A and Emily Fox.2004. A Historical Perspectives on Reading Research and Practice from Theoretical Models and
Processes of Reading. (5th ed.).International Reading Association.
[Online] Available at:
http://www.reading.org/Library/Retrieve.cfm?D=10.1598/0872075 028.2&F=bk502-2-Alexander.pdf (May 25, 2006)
Berger, Melvin and Gilda Berger. 1999. How Do Flies Walk Upside Down?
Questions and Answers about Insects. New York: Scholastic Inc.
Bjerklie, David. 2006.Butterflies! Time for Kids: Science Scoops. New York: HarperCollins Publishers.
Brown, James Dean. 1995. The Elements of Language Curriculum: A
Systematic Approach to Program Develepment. USA: Heinle and
Heinle Publishers.
Carnahan, Danielle, and Charlene Cobb. 2004. A Conceptual Model of
Adolescence. US Department of Education. [Online] Available at:
http://www.learningpt.org/literacy/adolescent/model.php (February 2, 2006)
Chun, Dorothy and Jan Plass. 1998. Cyberbuch. USA: St. Martin Press. [Online] Available at:
http://llt.msu.edu/vol3num1/review/review5.html (February 2, 2006)
Chun, Dorothy M. and Jan L.Plass. 1997. Research on Text Comprehension in Multimedia Environments. Language Learning & Technology
Journal, Vol. 1., No. 1., July 1997, [Online] Available at:
http://llt.msu.edu/vol 1num1/chun_plass/default.html (February 2, 2006)
Curtin, Constance and Stanley Shinall.1984. Computer-Assisted Reading Lesson. CALICO Journal, Vol. 1, No. 5. , [Online] Available at:
http://calico.org/journalarticles/volume1/vol1-5/Curtin.pdf (March 27, 2006)
(3)
Day, Richard R. 1994. Selecting a Passage for the EFL Reading Class.
Forum.Vol 32, No 1, January - March 1994. [Online] Available
at: http://exchanges.state.gov/forum/vol32/no1/p20.htm (February 12, 2006)
Day, Richard R and Jeong-suk Park. 2005. Developing Reading
Comprehension Questons. Reading in a Foreign Languge, Vol. 17., No. 1., April 2005 [Online] Available at:
http://www.pikiran-rakyat.com/cetak/2005/0105/25/0801.htm (November 12, 2005)
Forgan, Harry W. and Charles T. Mangrum II. 1989.New York: Macmillan
Teaching Content Area Reading Skills: A Modular Preservice and Inservice Program. Publishing Company.
Galavis, Benicio. 1998. Computers and the EFL Class: Their Advantages and a Possible Outcome, the Autonomous Learner. English
Teaching Forum. Vol. 6, No. 4., Oct – Des 1998.
Ganeri, Anita, et.al. 2005. Questions and Answers about the Natural World. Bath: Parragon.
Greer, Timothy D and Abbie Brown. 2002. Multimedia in The Classroom: A
Guide to Develop ment and Evaluation. California: Crowin Press,
Inc.
Hadley, Alice Omagio. 2001. Teaching language in Context. Boston: Heinle & Heinle Publishers.
Harmer, Jeremy. 2002. The Practice of English Language Teaching. 3rd Ed. England: Pearson Education Limited.
Heinich, Robert., et.al., 1985. Instructional Media And The New
Technologies of Instruction. 2nd ed. Canada: John Wiley & Sons, Inc.
Hoven, D. 1997. Improving the management of flow of control in
computer-assisted listening comprehension tasks for second and foreign language learners. Brisbane: Unpublished doctoral dissertation,
University of Queensland.
Hoven, Debra. 1999. A Model for Listening and Viewing Comprehension in Multimedia Environment. Language Learning & Technology. Vol 3, No 1., July 1999, [Online] Available at:
(4)
Jones, Linda C. and Jan L. Plass. 2002. Supporting Listening
Comprehension and Vocabulary Acquisition in French with Multimedia Annotations. The Modern Language Journal. Vol 86 (2002) [Online] Available at:
http://jan.ucc.nau.edu/~jgc/512/listening_jones_plass.pdf (June 8, 2006)
Karl, Krahnke. 1987. Aproaches to Syllabus Design for Foreign Language
Teaching. New Jersey: Prentice-Hall, Inc.
Lengkanawati, Nenden Sri, Munir, Iwa Lukmana. 2005. Pengembangan dan
Keefektifan Multimedia dalam Pembelajaran Bahasa Inggris di SLTP; Excutive Summary Laporan Penelitian Tahun 2005.
Universitas Pendidikan Indonesia: Unpublished.
Leg. Gerarld. 2002. Minibeast. London: Zigzag Children’s Book.
Maxwell, Joseph A,. 1996. Qualitative Research Design: An Interactive
Approach. UK: Sage Publication.
McMillan, James H. and Sally Schumacher. 2001. Research in Education; A
Conceptual Introduction. 5th edition. New York: Addison Wesley Longman, Inc.
Moyer, Alene. 1999. Review of Cyberbuch. Language Learning &
Technology. Vol 3, No 1., July 1999, . [Online] Available at:
http://llt.msu.edu/vol3num1/review/review5.html (02, Nov, 2005)
Munir and Halimah Badioze Zaman. 2002. Metodologi Pengembangan Multimedia dalam Pendidikan (Studi Kasus Terhadap Proyek:
Multimedia in Education For Literacy (MEL), Universiti
Kebangsaan Malaysia). Mimbar Pendidikan. No. 2, Tahun XXII, 2002. Bandung: University Press Universitas Pendidikan
Indonesia.
Myers, Samuel S. and Laurel Brent-Hariss 2004. New Horizon for Primary
School: Teacher’s Guide Manual for Formulating Reading Comprehension Questions.Joint Initiatives of the Government of
Jamaica (GOJ) and The United States Agency for International Development (USAID). [Online] Available at:
(5)
http://www.moec.gov.jm/projects/newhorizons/new_horizons_mat erials/Teachers%20Guide.pdf (June 17, 2006)
Nunan, David. Ed. 2003. Practical English Language Teaching. New York: McGraw-Hill Companies, Inc.
Nunan, David. 1999. Second Language Teaching and Learning. Massachusetts: Heinle and Heinle Publisher .
Nuttal, Christine. 1982. Teaching Reading Skills in a Foreign Language. Oxford: Heinmann International.
Plass, Jan L. 1998. Design and Evaluation of the User Interface of Foreign Language Multimedia Software: A Cognitive Approach. Language
Learning and Technology. Vol. 2. No. 1. . [Online] Available at:
http://llt.msu.edu/vol2num1/article2/ (February 2, 2006)
Reid, Joy M. Ed. 1998. Understanding Learning Styles in the Second
Language Classroom. USA: Prentice Hall Regents.
Richards, Jack C. 2002. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, Jack C. 2005. Materials Development and Research – Making The Connection. Paper presented at the colloquium on research and materials development at the TESOL Convention. [Online] Available at:
www.professorjackrichards.com/pdfs/materials-development-making-connection.pdf
(November 12, 2005)
Singhal, Meena. 1998. A Comparison of L1 and L2 Reading: Cultural Differences and Schema. The Internet TSEL Journal, Vol. IV, No. 10, October 1998. [Online] Available at:
http://iteslj,org/Articles/Singhal-RedingL1L2.html (February 12, 2006)
Stern, Borje and John McClintock. 1992. Listen. Eurotalk: Heinman International.
Switala, William J. in Tomei, Lawrence, A. Ed. 2003. Challenges of
Teaching With Technology Across The Curriculum: Issues and Solutions. London: Information Science Publishing.
(6)
Urdan, Tim and Steven Klein. 1998. Early Adolescence: A Review of the
Literature. A paper prepared for the U.S. Department of Education
Office of Educational Research and Improvement for the Conference on Early Adolescence. [Online] Available at:
www.mprinc.com/pubs/pdf/early_adolescence.pdf (February 12,
2006)
Wallace, Catherine. 1993. Reading.Oxford: Oxford University Press. Walters, Martin and Jinny Johnson.2005. Encyclopedia of Animals. Bath:
Parragon.
Wong, Martin R. and John D. Raulerson. 1974. A Guide to Systematic
Instructional Design. New Jersey: Educational Technology
Publications, Inc.
_________. 1993. About Animals.Vol. 3. London: Childcraft World Book Inc. International.
_________. 2006. Microsoft Encarta Premium 2006. 2006. Microsoft® Encarta® 2006. © 1993-2005 Microsoft Corporation. Available on DVD.
_________. 2006. Encarta Dictionary. Microsoft® Encarta® 2006. © 1993-2005 Microsoft Corporation. Available on: DVD
_________. 2004. Kurikulum 2004: Standar Kompetensi Mata Pelajaran
Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Departemen Pendidikan Nasional.
________. 2006. Reading Comprehension Booster. USA: Merit Software. [Online] Available at: http://www.meritsoftware.com (February 2, 2006)