The instructional reading materials using content-based instruction for the tenth grade students of Tarakanita Magelang Senior High School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE INSTRUCTIONAL READING MATERIALS
USING CONTENT-BASED INSTRUCTION FOR THE TENTH
GRADE STUDENTS OF TARAKANITA MAGELANG
SENIOR HIGH SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Skolastika Yulikrisnawati
Student Number: 071214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE INSTRUCTIONAL READING MATERIALS
USING CONTENT-BASED INSTRUCTION FOR THE TENTH
GRADE STUDENTS OF TARAKANITA MAGELANG
SENIOR HIGH SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Skolastika Yulikrisnawati
Student Number: 071214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I dedicated this thesis to the Almighty God,
my beloved Parents: Yulius Suparmo and Endang Kristiyani,
my lovely sister Yuliana Triwardhanik, and
the dearest part of my life, Andreas Indra Pangarsa.
I thank them for the support, prayers, and endless love….
I am nothing without them…
Many times you don’t realize the spirit within you
Can spread like fire to everyone around you
Don’t you wait for a second chance you gotta use the time
To see countless faces that can use a little smile
Unlock your power reveal what you can really do
No more running away, today go fight your way
And sing your mind out ooh sing without doubt ooh
Let me hear your voice, I wanna hear what you say
Sing your mind out wooo
It is time that you realize the strength you’ve had all along
Like the star shining in the sky, glowing for everyone around you
Don’t you wait, don’t you hesitate, you gotta use the time
To see countless faces that can use a little smile
Shine your light even just for awhile
Sherina _ Sing Your Mind
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta,
24 July 2012
The writer
Skolastika Yulikrisnawati
071214082
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama
: Skolastika Yulikrisnawati
Nomor Mahasiswa
: 071214082
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Instructional Reading Materials Using Content-Based Instruction for the
Tenth Grade Students of Tarakanita Magelang Senior High School
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, mendistribusikannya secara terbatas, dan mempublikasikannya di Internet
atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada Tanggal : 2 Agustus 2012
Yang menyatakan
(Skolastika Yulikrisnawati)
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ABSTRACT
Yulikrisnawati, Skolastika. 2012. The Instructional Reading Materials using
Content-Based Instruction for the Tenth Grade Students of Tarakanita Magelang
Senior High School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Considering reading skill as one of the important aspects that the students
need to master when they learn English, the researcher intends to provide an
optional designed material to help the students practice reading. The designed
material is developed from Content-Based Instruction (CBI). The sample of this
study is the tenth grade students of Tarakanita Magelang Senior High School.
The research problems of this study were how a set of reading materials
using content-based instruction for senior high school student is designed and
what the designed set of materials looks like. To solve the first problem the
researcher implemented six steps of Educational Research and Development
(R&D) method. They were Research and information collecting, Planning,
Developing preliminary form of product, Preliminary field testing, Main product
revision, Main field testing. The researcher also combined and adapted the
Kemp’s and Yalden’s model as described as follows: Research and information
collecting, Determining goals, topics and general purposes, Specifying learning
objectives, Listing subject contents, Development of classroom procedures and
implementation, Evaluating the material, and Implementing the material.
To solve the second problem, the researcher developed and presented the
designed material using Content-Based Instruction Approach. The reseacher
developed two units of reading materials and implemented them to the sample.
The two designed materials belonged to the news item text which covered two
themes namely sport and music. The reseacher allocated 2x45 minutes for each
meeting in one unit. The topics were Sport at Heart and Hallyu Attact for the unit
one and unit two respectively.
Based on the result of the expert validation and the implementation in
Tarakanita Magelang Senior High School, the researcher concluded that the
designed materials were authentic, interesting and easily grasped. Therefore, the
designed materials were appropriate to be given to the tenth grade students of
Tarakanita Magelang Senior High School. The researcher hopes that the designed
material can really benefit the students and everyone who concerns with English
language learning.
Keywords: Reading, Content-based Instruction, Tarakanita Senior High School.
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ABSTRAK
Yulikrisnawati, Skolastika. 2012. The Instructional Reading Materials using
Content-Based Instrction for the Tenth Grade Students of Tarakanita Magelang
Senior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Mengingat bahwa kemampuan membaca merupakan salah satu aspek
penting yang siswa harus kuasai ketika siswa belajar Bahasa Inggris, peneliti
berusaha untuk menyediakan pilihan disain materi untuk membantu siswa berlatih
membaca. Desain materi ini dikembangkan dari pendekatan Content-Based
Instruction (CBI). Sampel penelitian pada penelitian ini adalah siswa-siswa kelas
10 SMA Tarakanita Magelang.
Rumusan masalah dari penelitian ini adalah bagaimana materi
pembelajaran membaca menggunakan pendekatan Content-Based Instruction
untuk siswa kelas 10 SMA Tarakanita Magelang disusun dan seperti apa hasil
desain materi ini.
Untuk menjawab rumusan masalah yang pertama penyusun menerapkan
enam langkah dari metode Educational Research Development (R&D). Langkahlangkah tersebut diantaranya: Penelitian dan pengumpulan informasi,
Perencanaan, Penyusunan bentuk produk awal, Uji coba lapangan awal, Revisi
produk utama, Uji coba lapangan utama. Penyusun juga menggabungkan model
instruksi pembelajaran Kemp dan Yalden yang telah diadaptasi seperti berikut:
Penelitian dan pengumpulan informasi, Penentuan tujuan, topik dan tujuan
utama, Pemilahan tujuan pembelajaran, Penjabaran isi, Pengembangan langkahlangkah di dalam kelas dan penerapan, Evaluasi materi, dan Penerapan materi.
Untuk menjawab rumusan masalah yang kedua, penyusun
mengembangkan dan mempresentasikan desain materi menggunakan pendekatan
Content-Based Instruction (CBI). Penyusun mengembangkan dua unit materi
pembelajaran membaca dan mengimplementasikannya kepada sampel penelitian.
Dua unit materi tersebut tergolong di dalam jenis teks news items yang mengambil
dua tema yaitu olah raga/ sport dan musik/ music. Peneliti mengalokasikan waktu
2x45 menit untuk tiap unitnya. Topik untuk unit yang pertama yaitu Sport at
heart/ Olah raga Dari Hati dan untuk unit yang kedua Hallyu attact/ Serangan
Hallyu.
Berdasarkan hasil validasi para ahli dan penerapan desain materi di SMA
Tarakanita Magelang, penyusun menyimpulkan bahwa desain materi autentik,
menarik dan mudah untuk diikuti. Oleh karea itu, desain materi ini cocok untuk
diterapkan pada siswa kelas 10 SMA Tarakanita Magelang. Penyusun berharap
bahwa desain materi ini bisa benar-benar memberikan manfaat pada siswa dan
semua orang yang peduli terhadap pembelajaran Bahasa Ingggris.
Kata Kunci: membaca, pendekatan content-based, SMA Tarakanita Magelang.
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ACKNOWLEDGEMENTS
First of all I would like to give my greatest gratitude to the Lord and my
Savior Jesus Christ, who always accompanies and blesses me in every second in
my life. He is the one who gives me the biggest support, never-ending love, and
holds my hand so that my heart keeps strong until I complete this thesis. Next I
would like to thank Mother Mary, who never rejects my prayers. She always
listens to complaints and hopes of mine.
I would also like to address my deep gratitude to my major advisor Ibu
Caecilia Tutyandari, S.Pd., M.Pd., for all of her patience, guidance, support,
criticism, comments, and everything she has given to help me finish this thesis. I
also owe a debt of gratitude to Ibu Adesti Komalasari, S.Pd., M.A., and Ibu J. Sri
Murwani Pudji Lestari, S.Pd., for their willingness to evaluate my designed
materials. I have obtained a lot of inputs and knowledge to improve my imperfect
designed materials. Moreover, I am also grateful to all the lecturers and the
secretariat staff of English Language Education Study Program of Sanata Dharma
University and all the librarians who assisted me in completing this thesis.
I would also thank Bapak Drs. Stephanus Sutrisno as the headmaster of
Tarakanita Magelang Senior High School for giving me permission to conduct
research there. I am indebted to Ibu C.M.E. Kristanti, S.Pd., for any kinds of help,
comments, and evaluations for my designed materials. I would like to address my
thanks to the grade ten students of Tarakanita Magelang Senior High School the
year 2011/2012 for the cooperation.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My deepest gratitude also goes to my beloved parents; Bapak Yulius
Suparmo and Mama Endang Kristiyani who always remind their daughter to
graduate soon. I thank them for praying, paying for me, and also worrying about
me, without all of those things I am not able to finish my study. I would also like
to say thanks to my lovely sister, dek Yuliana Triwardhanik, who forces me to
finish my study indirectly because she has been accepted in the university.
I would like to say thanks to Maria Septiyani S.Pd. and Rieta Anggraheni
S.Pd. for proofing and correcting the grammatical mistakes I made in this
research. I would also like to thank my dearest, Andreas Indra Pangarsa, for
becoming the good boyfriend for me. I thank him for the ups and downs, tears and
joy which really means a lot to me.
I would like to deliver my gratitude to my friends in Logistik Berat
division when I became the volunteer, Ter Widong, Ter Soheb, Ter Markenthit,
Gotrek, and crews there. I thank them for becoming my friends, prayers, and
reminders for me when life was so heavy to lift. My friends Noti, Anti, Reli,
Milka, kakak Wiwid, Gobe, Pipit, Boti, and Risma, I thank them for the extra
spirit and all their help to make me more mature in this life. I thank my friends in
Borrowed Beauty play performance group, Dampok Insadha 2008, and also all
PBI 2007 students.
Finally, I would like to acknowledge my gratitude to those whose names I
can not mention one by one for their help and support in completing this thesis. I
thank them so much and God bless them.
Skolastika Yulikrisnawati
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………..........
i
APPROVAL PAGES …………………………………………………………......
ii
BOARD OF EXAMINERS……………………………........................................
iii
DEDICATION PAGE ............................................................................................
iv
STATEMENT OF WORK’S ORIGINALITY …………………………………...
v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI........................................
vi
ABSTRACT ..................................................………………………………….....
vii
ABSTRAK ................................……………………………………………………
viii
ACKNOWLEDGEMENTS ………………………………………………………
ix
TABLE OF CONTENTS …………………………………………………………
xi
LIST OF TABLES ………………………………………………………….…….
xv
LIST OF FIGURES…………………………………………………………….....
xvi
LIST OF APPENDICES ........................................................................................
xvii
CHAPTER I INTRODUCTION
A. Research Background…………………………………………………
1
B. Research Problems………………………..…………........................
4
C. Problem Limitation...………………………………………………....
4
D. Research Objectives…………………………………………………..
4
E. Research Benefits …………………………………………………….
4
F. Definition of Terms...............................................................................
6
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CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Description.……………………………………………......
8
1. Instructional Design Model………………………………………….
8
a. Kemp’s Instructional Design Model………………………...........
8
b. Yalden’s model………………………............................................
12
2. Content - Based Instruction……………………………..…………..
13
3. Reading……………………………………………...........................
14
4. Reading in English Lesson for the Tenth Grade Students of Senior
High School according to KTSP………...........................................
14
5. The Tenth Grade Students of SMA Tarakanita Magelang................
20
B. Theoretical Framework…………………………………..…………...... 22
CHAPTER III RESEARCH METHODOLOGY
A. Research Methods………………………………………………………
27
B. Research Setting………………………………………………………...
31
C. Research Participants………………………………………..................
31
1. The Research and Information Collecting Participants…..................
31
2. The Preliminary Field Testing Participants……………....................
32
3. The Main Field Testing Participants..……………….........................
32
D. Research Instruments and Data Gathering Technique……………….....
33
1. Research and information collecting phase……….…........................
33
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2. Preliminary field testing phase…………………….……………........
33
3. Main Field Testing Phase……………………………………….........
34
E. Data Analysis Technique……………………………………………….
34
F. Research Procedure…………………………………..…………………
38
CHAPTER IV RESEARCH RESULT AND DISCUSSIONS
A. The Steps of Designing of an Instructional Reading Material
for Tarakanita Magelang Senior High School………............................
40
1. Research and information collecting…………………………......
41
a. Interview with the English Teacher………………………….
41
b. The result of the questionnaires……………………………...
45
2. Planning.........................................................................................
51
a. Determining Goals and General Purposes……………...…...
51
b. Stating the Learning Objectives…………………..................
52
c. Listing and Organizing Subject Content................................
53
3. Developing Preliminary Form of Product……………................
55
4. Preliminary Field Testing…………………………………….......
56
a. Expert Validation……………………..................................
56
b. Main Product Revision…………………..…………….........
61
5. Implementation of the Designed Materials…………………........
62
B. The Presentation of the Final Designed materials……………….....
73
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions…………………………………………………………….
75
B. Recommendations..…………………………………………………...
77
1. Recommendation for English Teachers…………………………
77
2. Recommendation for Future Researchers…………….…………
77
REFERENCES…………………………………………………………….……..
78
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LIST OF TABLES
TABLE
PAGE
3.1. The Description of the Participants in the
Preliminary Field Testing (Blueprint) …........................................................
33
3.2. The Result of the Needs Survey Questionnaire (Blueprint) ..........................
35
3.3. The Description of the Evaluation of the
Designed Material Participants (Blueprint) ...................................................
36
3.4. Assessment of the Central Tendency..............................................................
37
3.5. The Description Table of the Students’ Opinion (Blueprint) ........................
38
4.1. The Result of the Needs Survey.....................................................................
45
4.2. The Units and Topics in the Designed Materials............................................
51
4.3. Basic Competence and Learning Indicators ..................................................
52
4.4. Description of the Participants .......................................................................
56
4.5. Descriptive Statistics of the Experts’ Opinion ...............................................
57
4.6. Description of the Students’ Opinion .............................................................
63
4.7. The Designed Materials Contents ...................................................................
73
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LIST OF FIGURES
Figure
Page
2.1. Kemp’s Instructional Design Model ................................................
11
3.1. Combination of R & D Cycle and the Researcher’s Model ............
30
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LIST OF APPENDICES
Appendix
Page
APPENDIX 1 Letter of Permission .............................................................. 80
APPENDIX 2 Needs Survey
x Interview Checklist .............................................................. 81
x Questionnaires ...................................................................... 82
APPENDIX 3 General Description of the Designed Materials .................... 85
APPENDIX 4 Designed Materials Evaluation Questionnaires for the
Experts ................................................................................. 88
APPENDIX 5 Result of the Evaluation Questionnaires for the Expert ....... 93
APPENDIX 6 Designed Materials Evaluation Questionnaires for the
Students .............................................................................. 94
APPENDIX 7 Result of the Evaluation Questionnaires for
the Students ........................................................................ 98
APPENDIX 8 The Syllabus ....................................................................... 106
APPENDIX 9 Lesson Plan ......................................................................... 110
APPENDIX 10 The Final Designed Materials .......................................... 117
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CHAPTER I
INTRODUCTION
In this study, the researcher would like to design the instructional reading
materials
using
content-based
instruction
to
improve
students’
reading
comprehension for the tenth grade students of Tarakanita Magelang Senior High
School. This chapter consists of five parts; namely, research background, research
problems, objectives of the study, benefit of the study and definition of terms.
A. Research Background
Nowadays, English becomes an international language for many work fields in
the world. Considering this case, learning English as the second language is viewed
as a mean to communicate with other people from different countries and to access
knowledge. Indonesian students have to master English. Furthermore, English has
been used in almost every field such as education, technology, science, information,
trade, etc.
Based on the phenomenon (that English has been international language), many
countries which do not use English as the first language include English lesson as
compulsory subject in schools. Indonesia as one of those countries also includes
English in the curriculum of elementary schools up to university. Considering this
case, learning English as the second language is a must. The students have to master
1
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2
four skills in learning English; they are listening, reading, speaking, and writing. One
of the important skills is reading. Catherine and Wallace (1992) stated that reading
plays an important role in the English learning process. In reading comprehension the
students deal with a text where they have to grasp all information in it so they can
develop the idea of the writer (p.3). In parallel with the line stated by Catherine and
Wallace, Nunan (2003) also stated that, reading is an essential skill for learners of a
second language not only in learning English, but also any content classes where
reading is required. Learners will make a great progress and development in all of the
learning aspects (p.69). It means that reading is not only reading the arranged words
and sentences correctly, but also reading is the way of learners transfer the meaning
of the text and then produce it on their own. That is why if a learner has a good
reading skill, and good interpretation and understanding to the written passage will be
created. As described by Bamberger (1975), reading is an important aspect for
individuals and for society. Reading serves many different purposes. Through
reading, people can learn ideas, concepts, and attitudes. By reading people can take
much information they need in their daily life (pp.7-8).
Moreover, reading is an essential skill for English as second or foreign language
(ESL/EFL) students. Its role is important in language acquisition. Krashen (1981)
argues that reading can be a way to become good readers, to develop a good writing
style, to master vocabulary, to master grammar, and to become good spellers (p.23).
The students need certain strategy to comprehend the meaning or message
conveyed in the written text. Content-Based Instruction is one of the strategies that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
will make the process of accomplishing the reading materials in the class became
more interesting. Content-Based Instruction is an approach to language instruction
that integrates the presentation of topics or tasks from subject matter classes within
the context of teaching a second or foreign language (Crandall & Tucker, 1990, p.
187).
After the English teacher in Tarakanita Magelang Senior High School was
interviewed in April 2011, she stated that most of the students in Tarakanita
Magelang Senior High School had some similar problems in the reading class. The
first problem is the understanding of reading the texts among the students. Next
problem is the lack of vocabulary mastery. The teacher said that she needed at least
two contact hours per week to teach the vocabulary. The last problem is the students
will avoid reading when the text is long (more than 5 paragraphs).
After the English teacher was interviewed, the researcher distributed the
questionnaire to the students. It aims at look forward the difficulties that faced by the
students. They said that their highest difficulty is not able to determine the content of
the text. That is why Content-Based is suitable approach than other approach.
Considering this case, the implementation of Content-Based Instruction (CBI) is
seen as the appropriate approach to overcome the students’ problems and fulfill their
needs. CBI which integrates particular subject matter content with the objectives of
language teaching is intended to establish good understanding in English reading
class. The understanding itself is established by improving students’ language
foundation and teaching the students’ effective study skills. Effective here means by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
using content-based instruction for tenth grade students of Tarakanita Magelang
Senior High School, it is expected that students will have ability to understand the
English text in the interesting and significant content or subject matter.
B. Research Problems
Dealing with designing an instructional reading materials using content-based
instruction for Tarakanita Magelang Senior High School students, this study is going
to answer the following questions.
1.
How are the instructional reading materials using content-based instruction for
the tenth grade students of Tarakanita Magelang Senior High School designed?
2.
What do the instructional reading materials using content-based instruction for
the tenth grade students of Tarakanita Magelang Senior High School look like?
C. Problem Limitation
The focus of this study is on designing the reading instructional materials using
content-based instruction for the tenth grade students of Tarakanita Magelang Senior
High School. The materials include activities and instruction that are suitable with the
techniques. The designed materials focus on the kinds of text that will be learned by
the students in grade ten.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
D. Research Objectives
This study is intended to answer the problems that are stated in the research
problems. The first objective is to find out the way to design the instructional reading
materials using content-based instruction for Tarakanita Magelang Senior High
School students. The second objective is to present the design of the instructional
reading materials using content-based instruction for grade ten students of Tarakanita
Magelang Senior High School.
E. Research Benefits
The researcher expects that this research will bring benefit to the reader, the
researcher herself, the students and the teachers and thus it is also expected to be
helpful for everyone that need it.
1. For the readers:
This study is presented to the readers to open up their minds about the advantages
of using content-based materials and encourage them to be more critical of any
educational development. The researcher hopes the reader can get a new inspiration
by reading this study.
2.
For the tenth grade students:
This study provides materials that are useful to practice their comprehension in
reading using content-based instruction. Here, the students are expected to be
autonomous learners who are able to direct themselves to successfully achieve their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
learning goals by having a peer learning through content-based instruction. The
reasercher also hopes that the reading skill of them will increase in learning English.
3.
For the teachers:
This study is expected to be a resource for teachers who want to conduct a
learning process which is integrated with a subject matter or the topic in the lesson. It
is also expected to help the teacher maximize the use of content-based instruction in
the reading class. Furthermore, the researcher hopes the teacher can help the students
in learning various kinds of reading rext by using the designed materials.
4.
For the further study:
This study is expected to bring about a positive development to education and the
implementation of designing a method makes an understandable reading text.
F. Definition of Terms
1.
Instructional Material Design
Instructional material design is a systematic process for developing an education
program. The process includes designing, developing, implementing, and evaluating
instruction (Dick, Carey & Carey as cited in Prawiradilaga, 2007).
Moreover, an instructional material is a set of units that is used by teachers and
learners as the focus of the discussion in teaching-learning process. It helps teachers
and learners organize the teaching-learning process and provide stimulus for learning
(Hutchinson and Walters, 1987, p.107). In this research, instructional materials are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
the materials containing instructions in each section. It directs teachers and learners to
do the activities in each unit.
2.
Reading Materials
Reading materials consist of various kinds of discourse texts that tell a lot of
information. In the senior high schools, the students learn many kinds of reading
passage. Especially in the even semester of the tenth grade, the students learn some
kinds of reading text. The examples are: narrative, descriptive, and news item.
According to Mitchell (1982), reading can be defined as the ability to make sense
of written printed symbols. The reader uses the symbols to guide the recovery of
information to construct a plausible interpretation of the writer’s message (p.1).
3.
Content – Based Instruction
According to Davies in TESL Journal (2003), Content Based Instruction (CBI) is
a teaching method that emphasizes learning out something rather than learning about
language. Content-based instruction is an approach to learn the language based on the
content material.
4.
Ten Grade Students of Tarakanita Magelang Senior High School
The researcher took the sample students from the tenth grade of Tarakanita
Magelang Senior High School. Since the population was too big to be the sample, the
researcher only took one class as the sample class. X.4 consists of 33 students but
only 31 students were taking part in the questionnaire, and the rest of the students
were absent. Their ages were in the range of 15 until 18.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher provides the theoretical description served as
the basis and the ground for the whole research itself. In spite of the theoretical
description, the researcher also provides the theoretical framework which is useful
in providing clarity of the research procedure.
A. Theoretical Description
The theoretical description includes the Instructional design models, the
theory of reading skill for grade ten students of Senior High School, and ContentBased Instruction. These theories will be used as the underlying perceptions in
this research.
1.
Instructional Design Model
There are many theories in designing English instructional materials. The
models are Kemp’s instructional design model (1977) and Yalden’s model (1987).
The two models make the step of design the instructional materials clear.
a. Kemp’s Instructional Design Model
The researcher decided to use Kemp’s instructional design model since the
model is very flexible of revision and it can also be started from any step. This
model also considers learners’ characteristic in the process of design.
Kemp’s instructional model requires three important elements to be
considered in designing an instructional design (p. 8). They are as follows.
8
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1.
Objectives – what must be learned?
2.
Activities and resources – what procedures and resources will work best to
reach desired learning levels?
3.
Evaluation - how will we know the required learning has taken place?
Kemp’s instructional design model (1977: pp.8-9) consists of eight steps
(flexible process). They are as follows.
a.
Determining the Goals, Topics and General Purposes
This part considers what goals to be accomplished in each topic, what
topic would become the basis for the instruction, and what students are generally
expected to learn as a result of instruction that is expressed in general purposes.
The topics are usually a sequence from simple or concrete level to complex and
more abstract level (Kemp, 1977, pp.13-15).
b. Identifiying Learner’s Characteristic
This part considers about what factors that the researcher needs to know about
the learners that will affect plans for learning. Much of this information can be
obtained from observation, questionnaire, interview and test (Kemp, 1977, pp.1819).
c. Specifying Learning Objective
This part considers about what students should know or be able to do or in
what ways should they behave differently, after studying a topic. It is the outcome
of the topic performed by students (Kemp, 1977, p. 23).
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d. Listing Subject Content
10
This part considers what subject content that supports each objective. It
comprises the selection and organization of the specific knowledge (facts and
information), skills (step by step procedures, conditions, and requirements) and
attitudinal factors of any topic (Kemp, 1977, pp. 43-44).
e. Pre-Assessment
This part finds out to what extent each student has acquired the necessary
prerequisite for studying the topic that may have already mastered about the
subject to be studied (Kemp, 1977, p.51).
f. Selecting Teaching/Learning Activities and Instructional Resources
This part deals with the instructional methods instructional resources that will
be the most appropriate for accomplishing the objectives (Kemp, 1977, p.55).
g. Coordinating Support Services
This part deals with listing and searching for the services that are required to
implement the design plan. It includes fund, facilities and equipment (Kemp,
1977, p.84).
h. Conducting Evaluation
This is the payoff step in the instructional design plan. It is the part to measure
whether the materials already meet the objectives (Kemp, 1977, p.91).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
In order to make the clarity of Kemp’s model, the researcher provides figure
2.1 below.
Goal,
Topics, and
General
Purposes
Learner
Characteri st i c s
Evaluation
Revise
i st i c
Learning
Objectives
Support
Services
Teaching/L
earning
Activities,
Resources
Subject
Content
PreAssessment
Figure 2.1. Kemp’s Instructional Design Model
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The figure above explains each step of Kemp’s model. It can be seen that
the model is flexible. The researcher can revise the material from any step. To
make Kemp’s model become clearer, the researcher combined and added the
Yalden’s Theory. Similar to Kemp, Yalden’s model has eight steps in designing
the material. But there are differences to Kemp’s model in many aspects. The
detail of the step will be explained below.
b. Yalden’s model
The purpose of Yalden’s model is to describe syllabus that considers the
communicative needs of students. A communicative syllabus itself is a syllabus
which is designed for describing a classroom experience which is more
appropriate in an environment of real language and art (Yalden, 1987, p.85).
According to Yalden (1987, pp.101-108, pp.138-145), there are eight steps in
designing instructions. Those steps are presented on the following.
1) Conducting a need survey
This step is conducted to find learners’ needs and to write objectives that are
appropriate for the learners.
2) Starting description of the purpose
Having conducted a need survey, the designer will have a description of the
purpose of the program. This step also indentifies the students’ characteristic and
students’ skills on entry and on exit from the program.
3) Selecting a syllabus to be carried out in the program
The choice of syllabus type is done when the general category of a language
program has been decided.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4) Production of proto-syllabus
13
The designer selects and combines syllabus contents which are in line with the
syllabus type.
5) Production of pedagogical syllabus
The specification of every single word and phrase will be conducted in this step.
6) Development and implementation of classroom procedures
Communicative syllabus will put teacher’s role as a facilitator. Therefore,
classroom activities conducted are based on the learners’ activity.
7) Evaluation
The step is intended to evaluate all components in the language program, i.e. the
students, the instructional program, and the teaching.
8) Recycling stage
The last step is intended to fit between goals set and the final performance of the
learners. If there are discrepancies, materials and teaching approaches are revised.
This is labeled as “recycling stage” because the whole cycle can be begun again at
this point, and adjustment made anywhere in the system based on the feedback
gathered from the evaluation stage.
2.
Content - Based Instruction
Based on Yasin in the journal, Content Based Instruction (CBI) is a powerful
innovation approach in obtain a language. In other words, language lessons are
mixed with interesting content. In content-based, the students more focus on the
subject matter than the language learning process. Furthermore, content-basd
instruction also supporting students' success by attracting them with challenging
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
and informative activity helps them learn complex skills. The students will learn
the language automatically.
Keeping the students motivated & interested in the language training is the
deep advantage of CBI. When students are interested and motivated in the
material they are learning, they make greater connections to life situations.
Learning a language becomes fun activity and information is also kept for long
time.
According to educational psychologists, the only way to learn a language is
through a subject we respect about. Therefore; learning a language in current
classrooms is not effective. Classroom's model of teaching is limited to the used
of grammar. The students are not particularly interested in the subject content and
have few practical functions.
Brown Also explains more about the benefits of Content Based Instruction.
They are:
1. Learners are proceeding to a significant quantity of language through
interesting content. Learners explore interesting content and appropriate activities.
2. Content-Based Instruction supports contextual learning; learners are taught
useful language that is surrounded within relevant conversation contexts rather
than as isolated language fragments. As the result, students make great
connections with the language and what they have already known. This increases
the practical usage for the learners.
3. Complex information is delivered through real life context for the students to
grasp and to guide their intrinsic motivation.
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15
5. Greater flexibility and adaptability in the curriculum can be organized to suit
students’ interest.
3. Reading
Reading skill becomes increasingly important nowadays since information
exchange has been one of human needs. A lot of information can be obtained
through pieces of reading by means of Content-Based Instruction. In order to
know reading well, this part will be divided into some parts. They are background
of teaching reading, models of reading processes, principles of teaching reading,
and reading in English lesson for the tenth grade of Tarakanita Magelang Senior
High School according to KTSP.
a. Background of Teaching Reading
The background of teaching reading according to Nunan (2003) will be
presented here. “In western cultures, oral reading was the primary practice until
the nineteenth century. “About 188 debates began on the advantages of silent
reading versus oral reading (p.69)”.
Nunan (2003, p.69) also explains further that classroom approaches to
teaching reading should emphasize silent reading when the goal of reading is
comprehension of text.
b. Reading Process
Understanding the process of reading means understanding models of how
words are recognized and how long they are kept working in memory (Nunan,
2003, p.70). The models of reading process can be divided into three categories
(Nunan, 2003, pp.70-73). Those categories are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a. Bottom-up model
16
Bottom-up model typically consists of a lower-level reading process. In this
model, readers begin with the identification of letters. The information gained is
passed to a decoder, which converts the string of letters into a string of systematic
phonemes. This string is then passed and recognized as a word. The readers then
acquire on the next word and proceed in the same way until all words in a
sentence have been processed, at which put them proceed to a component in
which syntactic and semantic rules operate to assign a meaning to a sentence.
Thus, this model assumes that readers proceed by moving their eyes from left to
right, first taking in the letters, combining these to form words, then combining
the words to form phrases, clauses and sentences of text.
b. Top-down model
In top-down model, readers draw upon their knowledge of the world and the
structure of the sentences to analyze text. In this model, the readers are seen as
bringing hypotheses to bear on the text, and using text data to confirm or deny the
hypotheses. The hypotheses may relate to the whole text and be generated by
reading the sentences and try to find the information using their background
knowledge.
c. Interactive model
Interactive model of reading combines elements of both bottom-up and topdown models, assuming that a pattern is synthesized based on information
provided at the same time from several knowledge sources. While reading, readers
can apply bottom-up process by recognizing the new vocabulary and the new
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pattern they have not got before. By doing this, readers are expected to be able to
get information from the text. Meanwhile, readers also apply top-down process by
predicting what the content of the text is about and the continuation of the text.
d. Principles for Teaching Reading
There are eight principles for teaching reading as stated by Nunan (2003,
pp.74-77). The principles are described as the following.
1) Exploiting readers’ background knowledge
Background knowledge involves reader’s experiences, knowledge of how texts
can be organized rhetorically; knowledge of how one’s first language works,
knowledge of how the second language works, and cultural background and
knowledge. Those experiences are brought into the text. According to Nunan
(2003, p.74), “Reading can be significantly enhanced if the background
knowledge can be activated by setting goals, asking questions, making
predictions, teaching the structure and so on”.
2) Building a strong vocabulary base
Nunan (2003, p.74) says that basic vocabulary should be explicitly thought and
L2 readers should be taught to use the contexts to effectively guess the meanings
of less frequent vocabulary.
3) Teaching for comprehension
Monitoring comprehension is a very important part to gain successful reading.
It includes verifying that the predictions being made are correct and checking that
the readers do make an important adjustment when meaning is not accomplished.
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18
Beck, McKeown, Hamilton, and Kucan (1997) in Nunan, (2003, p.25) develop an
excellent technique for engaging students in meaningful cognitive and metacognitive interaction with text and for assisting students in the process of
constructing meaning from texts which is questioning the author. In this case, the
students are used to connect with the meaning and to develop ideas rather than get
back information from the text.
4) Working on increasing reading rate
Teachers of English language should improve their students’ reading rate and
develop reading comprehension skills simultaneously. They should be in a
balanced condition. One important thing to be done is decreasing the dependency
toward looking at dictionary by emphasizing some skills, like scanning,
skimming, predicting, and identifying the text.
5) Teaching reading strategy
Nunan (2003, p.76) states that a strategy is “the tools for active, self-directed
involvement that is necessary for developing communicative ability”. Nunan adds
that “a good technique to sensitive students to that strategies they use is to get
them verbalize (or to talk about) their thought processes as they read.”
6) Encouraging readers to transform strategies into skills
7) As learners consciously learn and practice specific reading strategies, the
strategies move from conscious to unconscious: from strategy to skill (Nunan,
2003, p.77).
7) Building assessment and evaluation into your teaching
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
In assessing growth and development in reading skills, it needs time and
training. Quantitative assessment which includes information from reading
comprehension tests as well as reading rate data and qualitative information which
includes reading journal responses, reading interest surveys, and responses to
reading strategy checklists are both needed in the reading classroom.
8) Striving for continuous improvement as a reading teacher
The quality of the individual teacher is integral to success of second/ foreign
language readers (Nunan, 2003, p.77).
4. Reading in English Lesson for the Tenth Grade Students of Senior High
School according to KTSP
The principles of teaching reading in English lesson of senior high school
students according to KTSP (Kurkulum Tingkat Satuan Pendidikan) are important
in this study since the writer designs reading materials for the tenth grade students
of Tarakanita Magelang Senior High School based on the curriculum that is used
nowadays, KTSP.
English accomplishments of senior high school students should achieve three
levels, namely performative, functional, and informational level. In performative
level, students are expected to be able to read using the symbols that are used in
reading passage. In functional level, students are expected to be able to use the
language to fulfill their daily needs, such as to read newspapers, magazines, or
directions. In informational level, students are expected to be able to access
knowledge using linguistic ability (Peraturan Menteri No.22, 2006, p.307).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
Among those three levels, the focus of English lesson in senior high school is
to achieve informational level, since the students are prepared to continue their
study to a higher education level. From what is described in KTSP (Peraturan
Menteri No.22, 2006, p.308) the scope of English lesson in senior high school,
especially reading, involves three aspects. The aspects are as follows.
1. The ability to understand written text to achieve informational level.
2. The ability to understand various short functional texts and monologues in the
form of procedure, descriptive, recount, narrative, report, news item, analytical
exposition, hortatory exposition, and spoof.
3. Supporting competences, including linguistic competence, (the use of grammar
and vocabulary, intonation, and tones), socio-cultural competence (the use of
appropriate expression in various contexts), and strategy competence (solving
problems rising when reading texts).
5. The Tenth Grade Students of SMA Tarakanita Magelang
In general, the tenth grade students of senior high school are 17 years old.
According to Hamaheck (1979, p.59) in his book entitled Psychology in Teaching,
Learning and Growth, at this age, teenagers start looking for their own
personality; they concern about appearance and start considering the importance
of relationship with others. They make their own decision, develop moral values,
establish sexuality awareness and closer relationship with others, and hunt for
challenging moments in their life.
Further, according to Hamachek (1979), there are three social cognitive
problems in the cognitive development of the tenth grade students of senior high
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
school. The problems are related to how they form and arrange their own point of
view and decision about their features based on several considerations, how they
try to value and react towards themselves, and how they form their self
consciousness, figuring out their personal characteristics by creating social
interaction and conceptualizing social norms and rules around them.
In conclusion,
THE INSTRUCTIONAL READING MATERIALS
USING CONTENT-BASED INSTRUCTION FOR THE TENTH
GRADE STUDENTS OF TARAKANITA MAGELANG
SENIOR HIGH SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Skolastika Yulikrisnawati
Student Number: 071214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE INSTRUCTIONAL READING MATERIALS
USING CONTENT-BASED INSTRUCTION FOR THE TENTH
GRADE STUDENTS OF TARAKANITA MAGELANG
SENIOR HIGH SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Skolastika Yulikrisnawati
Student Number: 071214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I dedicated this thesis to the Almighty God,
my beloved Parents: Yulius Suparmo and Endang Kristiyani,
my lovely sister Yuliana Triwardhanik, and
the dearest part of my life, Andreas Indra Pangarsa.
I thank them for the support, prayers, and endless love….
I am nothing without them…
Many times you don’t realize the spirit within you
Can spread like fire to everyone around you
Don’t you wait for a second chance you gotta use the time
To see countless faces that can use a little smile
Unlock your power reveal what you can really do
No more running away, today go fight your way
And sing your mind out ooh sing without doubt ooh
Let me hear your voice, I wanna hear what you say
Sing your mind out wooo
It is time that you realize the strength you’ve had all along
Like the star shining in the sky, glowing for everyone around you
Don’t you wait, don’t you hesitate, you gotta use the time
To see countless faces that can use a little smile
Shine your light even just for awhile
Sherina _ Sing Your Mind
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta,
24 July 2012
The writer
Skolastika Yulikrisnawati
071214082
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama
: Skolastika Yulikrisnawati
Nomor Mahasiswa
: 071214082
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Instructional Reading Materials Using Content-Based Instruction for the
Tenth Grade Students of Tarakanita Magelang Senior High School
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, mendistribusikannya secara terbatas, dan mempublikasikannya di Internet
atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada Tanggal : 2 Agustus 2012
Yang menyatakan
(Skolastika Yulikrisnawati)
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Yulikrisnawati, Skolastika. 2012. The Instructional Reading Materials using
Content-Based Instruction for the Tenth Grade Students of Tarakanita Magelang
Senior High School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Considering reading skill as one of the important aspects that the students
need to master when they learn English, the researcher intends to provide an
optional designed material to help the students practice reading. The designed
material is developed from Content-Based Instruction (CBI). The sample of this
study is the tenth grade students of Tarakanita Magelang Senior High School.
The research problems of this study were how a set of reading materials
using content-based instruction for senior high school student is designed and
what the designed set of materials looks like. To solve the first problem the
researcher implemented six steps of Educational Research and Development
(R&D) method. They were Research and information collecting, Planning,
Developing preliminary form of product, Preliminary field testing, Main product
revision, Main field testing. The researcher also combined and adapted the
Kemp’s and Yalden’s model as described as follows: Research and information
collecting, Determining goals, topics and general purposes, Specifying learning
objectives, Listing subject contents, Development of classroom procedures and
implementation, Evaluating the material, and Implementing the material.
To solve the second problem, the researcher developed and presented the
designed material using Content-Based Instruction Approach. The reseacher
developed two units of reading materials and implemented them to the sample.
The two designed materials belonged to the news item text which covered two
themes namely sport and music. The reseacher allocated 2x45 minutes for each
meeting in one unit. The topics were Sport at Heart and Hallyu Attact for the unit
one and unit two respectively.
Based on the result of the expert validation and the implementation in
Tarakanita Magelang Senior High School, the researcher concluded that the
designed materials were authentic, interesting and easily grasped. Therefore, the
designed materials were appropriate to be given to the tenth grade students of
Tarakanita Magelang Senior High School. The researcher hopes that the designed
material can really benefit the students and everyone who concerns with English
language learning.
Keywords: Reading, Content-based Instruction, Tarakanita Senior High School.
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ABSTRAK
Yulikrisnawati, Skolastika. 2012. The Instructional Reading Materials using
Content-Based Instrction for the Tenth Grade Students of Tarakanita Magelang
Senior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Mengingat bahwa kemampuan membaca merupakan salah satu aspek
penting yang siswa harus kuasai ketika siswa belajar Bahasa Inggris, peneliti
berusaha untuk menyediakan pilihan disain materi untuk membantu siswa berlatih
membaca. Desain materi ini dikembangkan dari pendekatan Content-Based
Instruction (CBI). Sampel penelitian pada penelitian ini adalah siswa-siswa kelas
10 SMA Tarakanita Magelang.
Rumusan masalah dari penelitian ini adalah bagaimana materi
pembelajaran membaca menggunakan pendekatan Content-Based Instruction
untuk siswa kelas 10 SMA Tarakanita Magelang disusun dan seperti apa hasil
desain materi ini.
Untuk menjawab rumusan masalah yang pertama penyusun menerapkan
enam langkah dari metode Educational Research Development (R&D). Langkahlangkah tersebut diantaranya: Penelitian dan pengumpulan informasi,
Perencanaan, Penyusunan bentuk produk awal, Uji coba lapangan awal, Revisi
produk utama, Uji coba lapangan utama. Penyusun juga menggabungkan model
instruksi pembelajaran Kemp dan Yalden yang telah diadaptasi seperti berikut:
Penelitian dan pengumpulan informasi, Penentuan tujuan, topik dan tujuan
utama, Pemilahan tujuan pembelajaran, Penjabaran isi, Pengembangan langkahlangkah di dalam kelas dan penerapan, Evaluasi materi, dan Penerapan materi.
Untuk menjawab rumusan masalah yang kedua, penyusun
mengembangkan dan mempresentasikan desain materi menggunakan pendekatan
Content-Based Instruction (CBI). Penyusun mengembangkan dua unit materi
pembelajaran membaca dan mengimplementasikannya kepada sampel penelitian.
Dua unit materi tersebut tergolong di dalam jenis teks news items yang mengambil
dua tema yaitu olah raga/ sport dan musik/ music. Peneliti mengalokasikan waktu
2x45 menit untuk tiap unitnya. Topik untuk unit yang pertama yaitu Sport at
heart/ Olah raga Dari Hati dan untuk unit yang kedua Hallyu attact/ Serangan
Hallyu.
Berdasarkan hasil validasi para ahli dan penerapan desain materi di SMA
Tarakanita Magelang, penyusun menyimpulkan bahwa desain materi autentik,
menarik dan mudah untuk diikuti. Oleh karea itu, desain materi ini cocok untuk
diterapkan pada siswa kelas 10 SMA Tarakanita Magelang. Penyusun berharap
bahwa desain materi ini bisa benar-benar memberikan manfaat pada siswa dan
semua orang yang peduli terhadap pembelajaran Bahasa Ingggris.
Kata Kunci: membaca, pendekatan content-based, SMA Tarakanita Magelang.
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ACKNOWLEDGEMENTS
First of all I would like to give my greatest gratitude to the Lord and my
Savior Jesus Christ, who always accompanies and blesses me in every second in
my life. He is the one who gives me the biggest support, never-ending love, and
holds my hand so that my heart keeps strong until I complete this thesis. Next I
would like to thank Mother Mary, who never rejects my prayers. She always
listens to complaints and hopes of mine.
I would also like to address my deep gratitude to my major advisor Ibu
Caecilia Tutyandari, S.Pd., M.Pd., for all of her patience, guidance, support,
criticism, comments, and everything she has given to help me finish this thesis. I
also owe a debt of gratitude to Ibu Adesti Komalasari, S.Pd., M.A., and Ibu J. Sri
Murwani Pudji Lestari, S.Pd., for their willingness to evaluate my designed
materials. I have obtained a lot of inputs and knowledge to improve my imperfect
designed materials. Moreover, I am also grateful to all the lecturers and the
secretariat staff of English Language Education Study Program of Sanata Dharma
University and all the librarians who assisted me in completing this thesis.
I would also thank Bapak Drs. Stephanus Sutrisno as the headmaster of
Tarakanita Magelang Senior High School for giving me permission to conduct
research there. I am indebted to Ibu C.M.E. Kristanti, S.Pd., for any kinds of help,
comments, and evaluations for my designed materials. I would like to address my
thanks to the grade ten students of Tarakanita Magelang Senior High School the
year 2011/2012 for the cooperation.
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My deepest gratitude also goes to my beloved parents; Bapak Yulius
Suparmo and Mama Endang Kristiyani who always remind their daughter to
graduate soon. I thank them for praying, paying for me, and also worrying about
me, without all of those things I am not able to finish my study. I would also like
to say thanks to my lovely sister, dek Yuliana Triwardhanik, who forces me to
finish my study indirectly because she has been accepted in the university.
I would like to say thanks to Maria Septiyani S.Pd. and Rieta Anggraheni
S.Pd. for proofing and correcting the grammatical mistakes I made in this
research. I would also like to thank my dearest, Andreas Indra Pangarsa, for
becoming the good boyfriend for me. I thank him for the ups and downs, tears and
joy which really means a lot to me.
I would like to deliver my gratitude to my friends in Logistik Berat
division when I became the volunteer, Ter Widong, Ter Soheb, Ter Markenthit,
Gotrek, and crews there. I thank them for becoming my friends, prayers, and
reminders for me when life was so heavy to lift. My friends Noti, Anti, Reli,
Milka, kakak Wiwid, Gobe, Pipit, Boti, and Risma, I thank them for the extra
spirit and all their help to make me more mature in this life. I thank my friends in
Borrowed Beauty play performance group, Dampok Insadha 2008, and also all
PBI 2007 students.
Finally, I would like to acknowledge my gratitude to those whose names I
can not mention one by one for their help and support in completing this thesis. I
thank them so much and God bless them.
Skolastika Yulikrisnawati
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………..........
i
APPROVAL PAGES …………………………………………………………......
ii
BOARD OF EXAMINERS……………………………........................................
iii
DEDICATION PAGE ............................................................................................
iv
STATEMENT OF WORK’S ORIGINALITY …………………………………...
v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI........................................
vi
ABSTRACT ..................................................………………………………….....
vii
ABSTRAK ................................……………………………………………………
viii
ACKNOWLEDGEMENTS ………………………………………………………
ix
TABLE OF CONTENTS …………………………………………………………
xi
LIST OF TABLES ………………………………………………………….…….
xv
LIST OF FIGURES…………………………………………………………….....
xvi
LIST OF APPENDICES ........................................................................................
xvii
CHAPTER I INTRODUCTION
A. Research Background…………………………………………………
1
B. Research Problems………………………..…………........................
4
C. Problem Limitation...………………………………………………....
4
D. Research Objectives…………………………………………………..
4
E. Research Benefits …………………………………………………….
4
F. Definition of Terms...............................................................................
6
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Description.……………………………………………......
8
1. Instructional Design Model………………………………………….
8
a. Kemp’s Instructional Design Model………………………...........
8
b. Yalden’s model………………………............................................
12
2. Content - Based Instruction……………………………..…………..
13
3. Reading……………………………………………...........................
14
4. Reading in English Lesson for the Tenth Grade Students of Senior
High School according to KTSP………...........................................
14
5. The Tenth Grade Students of SMA Tarakanita Magelang................
20
B. Theoretical Framework…………………………………..…………...... 22
CHAPTER III RESEARCH METHODOLOGY
A. Research Methods………………………………………………………
27
B. Research Setting………………………………………………………...
31
C. Research Participants………………………………………..................
31
1. The Research and Information Collecting Participants…..................
31
2. The Preliminary Field Testing Participants……………....................
32
3. The Main Field Testing Participants..……………….........................
32
D. Research Instruments and Data Gathering Technique……………….....
33
1. Research and information collecting phase……….…........................
33
xi i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Preliminary field testing phase…………………….……………........
33
3. Main Field Testing Phase……………………………………….........
34
E. Data Analysis Technique……………………………………………….
34
F. Research Procedure…………………………………..…………………
38
CHAPTER IV RESEARCH RESULT AND DISCUSSIONS
A. The Steps of Designing of an Instructional Reading Material
for Tarakanita Magelang Senior High School………............................
40
1. Research and information collecting…………………………......
41
a. Interview with the English Teacher………………………….
41
b. The result of the questionnaires……………………………...
45
2. Planning.........................................................................................
51
a. Determining Goals and General Purposes……………...…...
51
b. Stating the Learning Objectives…………………..................
52
c. Listing and Organizing Subject Content................................
53
3. Developing Preliminary Form of Product……………................
55
4. Preliminary Field Testing…………………………………….......
56
a. Expert Validation……………………..................................
56
b. Main Product Revision…………………..…………….........
61
5. Implementation of the Designed Materials…………………........
62
B. The Presentation of the Final Designed materials……………….....
73
xi i i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions…………………………………………………………….
75
B. Recommendations..…………………………………………………...
77
1. Recommendation for English Teachers…………………………
77
2. Recommendation for Future Researchers…………….…………
77
REFERENCES…………………………………………………………….……..
78
xi v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
TABLE
PAGE
3.1. The Description of the Participants in the
Preliminary Field Testing (Blueprint) …........................................................
33
3.2. The Result of the Needs Survey Questionnaire (Blueprint) ..........................
35
3.3. The Description of the Evaluation of the
Designed Material Participants (Blueprint) ...................................................
36
3.4. Assessment of the Central Tendency..............................................................
37
3.5. The Description Table of the Students’ Opinion (Blueprint) ........................
38
4.1. The Result of the Needs Survey.....................................................................
45
4.2. The Units and Topics in the Designed Materials............................................
51
4.3. Basic Competence and Learning Indicators ..................................................
52
4.4. Description of the Participants .......................................................................
56
4.5. Descriptive Statistics of the Experts’ Opinion ...............................................
57
4.6. Description of the Students’ Opinion .............................................................
63
4.7. The Designed Materials Contents ...................................................................
73
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1. Kemp’s Instructional Design Model ................................................
11
3.1. Combination of R & D Cycle and the Researcher’s Model ............
30
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
APPENDIX 1 Letter of Permission .............................................................. 80
APPENDIX 2 Needs Survey
x Interview Checklist .............................................................. 81
x Questionnaires ...................................................................... 82
APPENDIX 3 General Description of the Designed Materials .................... 85
APPENDIX 4 Designed Materials Evaluation Questionnaires for the
Experts ................................................................................. 88
APPENDIX 5 Result of the Evaluation Questionnaires for the Expert ....... 93
APPENDIX 6 Designed Materials Evaluation Questionnaires for the
Students .............................................................................. 94
APPENDIX 7 Result of the Evaluation Questionnaires for
the Students ........................................................................ 98
APPENDIX 8 The Syllabus ....................................................................... 106
APPENDIX 9 Lesson Plan ......................................................................... 110
APPENDIX 10 The Final Designed Materials .......................................... 117
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this study, the researcher would like to design the instructional reading
materials
using
content-based
instruction
to
improve
students’
reading
comprehension for the tenth grade students of Tarakanita Magelang Senior High
School. This chapter consists of five parts; namely, research background, research
problems, objectives of the study, benefit of the study and definition of terms.
A. Research Background
Nowadays, English becomes an international language for many work fields in
the world. Considering this case, learning English as the second language is viewed
as a mean to communicate with other people from different countries and to access
knowledge. Indonesian students have to master English. Furthermore, English has
been used in almost every field such as education, technology, science, information,
trade, etc.
Based on the phenomenon (that English has been international language), many
countries which do not use English as the first language include English lesson as
compulsory subject in schools. Indonesia as one of those countries also includes
English in the curriculum of elementary schools up to university. Considering this
case, learning English as the second language is a must. The students have to master
1
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2
four skills in learning English; they are listening, reading, speaking, and writing. One
of the important skills is reading. Catherine and Wallace (1992) stated that reading
plays an important role in the English learning process. In reading comprehension the
students deal with a text where they have to grasp all information in it so they can
develop the idea of the writer (p.3). In parallel with the line stated by Catherine and
Wallace, Nunan (2003) also stated that, reading is an essential skill for learners of a
second language not only in learning English, but also any content classes where
reading is required. Learners will make a great progress and development in all of the
learning aspects (p.69). It means that reading is not only reading the arranged words
and sentences correctly, but also reading is the way of learners transfer the meaning
of the text and then produce it on their own. That is why if a learner has a good
reading skill, and good interpretation and understanding to the written passage will be
created. As described by Bamberger (1975), reading is an important aspect for
individuals and for society. Reading serves many different purposes. Through
reading, people can learn ideas, concepts, and attitudes. By reading people can take
much information they need in their daily life (pp.7-8).
Moreover, reading is an essential skill for English as second or foreign language
(ESL/EFL) students. Its role is important in language acquisition. Krashen (1981)
argues that reading can be a way to become good readers, to develop a good writing
style, to master vocabulary, to master grammar, and to become good spellers (p.23).
The students need certain strategy to comprehend the meaning or message
conveyed in the written text. Content-Based Instruction is one of the strategies that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
will make the process of accomplishing the reading materials in the class became
more interesting. Content-Based Instruction is an approach to language instruction
that integrates the presentation of topics or tasks from subject matter classes within
the context of teaching a second or foreign language (Crandall & Tucker, 1990, p.
187).
After the English teacher in Tarakanita Magelang Senior High School was
interviewed in April 2011, she stated that most of the students in Tarakanita
Magelang Senior High School had some similar problems in the reading class. The
first problem is the understanding of reading the texts among the students. Next
problem is the lack of vocabulary mastery. The teacher said that she needed at least
two contact hours per week to teach the vocabulary. The last problem is the students
will avoid reading when the text is long (more than 5 paragraphs).
After the English teacher was interviewed, the researcher distributed the
questionnaire to the students. It aims at look forward the difficulties that faced by the
students. They said that their highest difficulty is not able to determine the content of
the text. That is why Content-Based is suitable approach than other approach.
Considering this case, the implementation of Content-Based Instruction (CBI) is
seen as the appropriate approach to overcome the students’ problems and fulfill their
needs. CBI which integrates particular subject matter content with the objectives of
language teaching is intended to establish good understanding in English reading
class. The understanding itself is established by improving students’ language
foundation and teaching the students’ effective study skills. Effective here means by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
using content-based instruction for tenth grade students of Tarakanita Magelang
Senior High School, it is expected that students will have ability to understand the
English text in the interesting and significant content or subject matter.
B. Research Problems
Dealing with designing an instructional reading materials using content-based
instruction for Tarakanita Magelang Senior High School students, this study is going
to answer the following questions.
1.
How are the instructional reading materials using content-based instruction for
the tenth grade students of Tarakanita Magelang Senior High School designed?
2.
What do the instructional reading materials using content-based instruction for
the tenth grade students of Tarakanita Magelang Senior High School look like?
C. Problem Limitation
The focus of this study is on designing the reading instructional materials using
content-based instruction for the tenth grade students of Tarakanita Magelang Senior
High School. The materials include activities and instruction that are suitable with the
techniques. The designed materials focus on the kinds of text that will be learned by
the students in grade ten.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
D. Research Objectives
This study is intended to answer the problems that are stated in the research
problems. The first objective is to find out the way to design the instructional reading
materials using content-based instruction for Tarakanita Magelang Senior High
School students. The second objective is to present the design of the instructional
reading materials using content-based instruction for grade ten students of Tarakanita
Magelang Senior High School.
E. Research Benefits
The researcher expects that this research will bring benefit to the reader, the
researcher herself, the students and the teachers and thus it is also expected to be
helpful for everyone that need it.
1. For the readers:
This study is presented to the readers to open up their minds about the advantages
of using content-based materials and encourage them to be more critical of any
educational development. The researcher hopes the reader can get a new inspiration
by reading this study.
2.
For the tenth grade students:
This study provides materials that are useful to practice their comprehension in
reading using content-based instruction. Here, the students are expected to be
autonomous learners who are able to direct themselves to successfully achieve their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
learning goals by having a peer learning through content-based instruction. The
reasercher also hopes that the reading skill of them will increase in learning English.
3.
For the teachers:
This study is expected to be a resource for teachers who want to conduct a
learning process which is integrated with a subject matter or the topic in the lesson. It
is also expected to help the teacher maximize the use of content-based instruction in
the reading class. Furthermore, the researcher hopes the teacher can help the students
in learning various kinds of reading rext by using the designed materials.
4.
For the further study:
This study is expected to bring about a positive development to education and the
implementation of designing a method makes an understandable reading text.
F. Definition of Terms
1.
Instructional Material Design
Instructional material design is a systematic process for developing an education
program. The process includes designing, developing, implementing, and evaluating
instruction (Dick, Carey & Carey as cited in Prawiradilaga, 2007).
Moreover, an instructional material is a set of units that is used by teachers and
learners as the focus of the discussion in teaching-learning process. It helps teachers
and learners organize the teaching-learning process and provide stimulus for learning
(Hutchinson and Walters, 1987, p.107). In this research, instructional materials are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
the materials containing instructions in each section. It directs teachers and learners to
do the activities in each unit.
2.
Reading Materials
Reading materials consist of various kinds of discourse texts that tell a lot of
information. In the senior high schools, the students learn many kinds of reading
passage. Especially in the even semester of the tenth grade, the students learn some
kinds of reading text. The examples are: narrative, descriptive, and news item.
According to Mitchell (1982), reading can be defined as the ability to make sense
of written printed symbols. The reader uses the symbols to guide the recovery of
information to construct a plausible interpretation of the writer’s message (p.1).
3.
Content – Based Instruction
According to Davies in TESL Journal (2003), Content Based Instruction (CBI) is
a teaching method that emphasizes learning out something rather than learning about
language. Content-based instruction is an approach to learn the language based on the
content material.
4.
Ten Grade Students of Tarakanita Magelang Senior High School
The researcher took the sample students from the tenth grade of Tarakanita
Magelang Senior High School. Since the population was too big to be the sample, the
researcher only took one class as the sample class. X.4 consists of 33 students but
only 31 students were taking part in the questionnaire, and the rest of the students
were absent. Their ages were in the range of 15 until 18.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher provides the theoretical description served as
the basis and the ground for the whole research itself. In spite of the theoretical
description, the researcher also provides the theoretical framework which is useful
in providing clarity of the research procedure.
A. Theoretical Description
The theoretical description includes the Instructional design models, the
theory of reading skill for grade ten students of Senior High School, and ContentBased Instruction. These theories will be used as the underlying perceptions in
this research.
1.
Instructional Design Model
There are many theories in designing English instructional materials. The
models are Kemp’s instructional design model (1977) and Yalden’s model (1987).
The two models make the step of design the instructional materials clear.
a. Kemp’s Instructional Design Model
The researcher decided to use Kemp’s instructional design model since the
model is very flexible of revision and it can also be started from any step. This
model also considers learners’ characteristic in the process of design.
Kemp’s instructional model requires three important elements to be
considered in designing an instructional design (p. 8). They are as follows.
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
1.
Objectives – what must be learned?
2.
Activities and resources – what procedures and resources will work best to
reach desired learning levels?
3.
Evaluation - how will we know the required learning has taken place?
Kemp’s instructional design model (1977: pp.8-9) consists of eight steps
(flexible process). They are as follows.
a.
Determining the Goals, Topics and General Purposes
This part considers what goals to be accomplished in each topic, what
topic would become the basis for the instruction, and what students are generally
expected to learn as a result of instruction that is expressed in general purposes.
The topics are usually a sequence from simple or concrete level to complex and
more abstract level (Kemp, 1977, pp.13-15).
b. Identifiying Learner’s Characteristic
This part considers about what factors that the researcher needs to know about
the learners that will affect plans for learning. Much of this information can be
obtained from observation, questionnaire, interview and test (Kemp, 1977, pp.1819).
c. Specifying Learning Objective
This part considers about what students should know or be able to do or in
what ways should they behave differently, after studying a topic. It is the outcome
of the topic performed by students (Kemp, 1977, p. 23).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d. Listing Subject Content
10
This part considers what subject content that supports each objective. It
comprises the selection and organization of the specific knowledge (facts and
information), skills (step by step procedures, conditions, and requirements) and
attitudinal factors of any topic (Kemp, 1977, pp. 43-44).
e. Pre-Assessment
This part finds out to what extent each student has acquired the necessary
prerequisite for studying the topic that may have already mastered about the
subject to be studied (Kemp, 1977, p.51).
f. Selecting Teaching/Learning Activities and Instructional Resources
This part deals with the instructional methods instructional resources that will
be the most appropriate for accomplishing the objectives (Kemp, 1977, p.55).
g. Coordinating Support Services
This part deals with listing and searching for the services that are required to
implement the design plan. It includes fund, facilities and equipment (Kemp,
1977, p.84).
h. Conducting Evaluation
This is the payoff step in the instructional design plan. It is the part to measure
whether the materials already meet the objectives (Kemp, 1977, p.91).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
In order to make the clarity of Kemp’s model, the researcher provides figure
2.1 below.
Goal,
Topics, and
General
Purposes
Learner
Characteri st i c s
Evaluation
Revise
i st i c
Learning
Objectives
Support
Services
Teaching/L
earning
Activities,
Resources
Subject
Content
PreAssessment
Figure 2.1. Kemp’s Instructional Design Model
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
The figure above explains each step of Kemp’s model. It can be seen that
the model is flexible. The researcher can revise the material from any step. To
make Kemp’s model become clearer, the researcher combined and added the
Yalden’s Theory. Similar to Kemp, Yalden’s model has eight steps in designing
the material. But there are differences to Kemp’s model in many aspects. The
detail of the step will be explained below.
b. Yalden’s model
The purpose of Yalden’s model is to describe syllabus that considers the
communicative needs of students. A communicative syllabus itself is a syllabus
which is designed for describing a classroom experience which is more
appropriate in an environment of real language and art (Yalden, 1987, p.85).
According to Yalden (1987, pp.101-108, pp.138-145), there are eight steps in
designing instructions. Those steps are presented on the following.
1) Conducting a need survey
This step is conducted to find learners’ needs and to write objectives that are
appropriate for the learners.
2) Starting description of the purpose
Having conducted a need survey, the designer will have a description of the
purpose of the program. This step also indentifies the students’ characteristic and
students’ skills on entry and on exit from the program.
3) Selecting a syllabus to be carried out in the program
The choice of syllabus type is done when the general category of a language
program has been decided.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4) Production of proto-syllabus
13
The designer selects and combines syllabus contents which are in line with the
syllabus type.
5) Production of pedagogical syllabus
The specification of every single word and phrase will be conducted in this step.
6) Development and implementation of classroom procedures
Communicative syllabus will put teacher’s role as a facilitator. Therefore,
classroom activities conducted are based on the learners’ activity.
7) Evaluation
The step is intended to evaluate all components in the language program, i.e. the
students, the instructional program, and the teaching.
8) Recycling stage
The last step is intended to fit between goals set and the final performance of the
learners. If there are discrepancies, materials and teaching approaches are revised.
This is labeled as “recycling stage” because the whole cycle can be begun again at
this point, and adjustment made anywhere in the system based on the feedback
gathered from the evaluation stage.
2.
Content - Based Instruction
Based on Yasin in the journal, Content Based Instruction (CBI) is a powerful
innovation approach in obtain a language. In other words, language lessons are
mixed with interesting content. In content-based, the students more focus on the
subject matter than the language learning process. Furthermore, content-basd
instruction also supporting students' success by attracting them with challenging
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
and informative activity helps them learn complex skills. The students will learn
the language automatically.
Keeping the students motivated & interested in the language training is the
deep advantage of CBI. When students are interested and motivated in the
material they are learning, they make greater connections to life situations.
Learning a language becomes fun activity and information is also kept for long
time.
According to educational psychologists, the only way to learn a language is
through a subject we respect about. Therefore; learning a language in current
classrooms is not effective. Classroom's model of teaching is limited to the used
of grammar. The students are not particularly interested in the subject content and
have few practical functions.
Brown Also explains more about the benefits of Content Based Instruction.
They are:
1. Learners are proceeding to a significant quantity of language through
interesting content. Learners explore interesting content and appropriate activities.
2. Content-Based Instruction supports contextual learning; learners are taught
useful language that is surrounded within relevant conversation contexts rather
than as isolated language fragments. As the result, students make great
connections with the language and what they have already known. This increases
the practical usage for the learners.
3. Complex information is delivered through real life context for the students to
grasp and to guide their intrinsic motivation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
5. Greater flexibility and adaptability in the curriculum can be organized to suit
students’ interest.
3. Reading
Reading skill becomes increasingly important nowadays since information
exchange has been one of human needs. A lot of information can be obtained
through pieces of reading by means of Content-Based Instruction. In order to
know reading well, this part will be divided into some parts. They are background
of teaching reading, models of reading processes, principles of teaching reading,
and reading in English lesson for the tenth grade of Tarakanita Magelang Senior
High School according to KTSP.
a. Background of Teaching Reading
The background of teaching reading according to Nunan (2003) will be
presented here. “In western cultures, oral reading was the primary practice until
the nineteenth century. “About 188 debates began on the advantages of silent
reading versus oral reading (p.69)”.
Nunan (2003, p.69) also explains further that classroom approaches to
teaching reading should emphasize silent reading when the goal of reading is
comprehension of text.
b. Reading Process
Understanding the process of reading means understanding models of how
words are recognized and how long they are kept working in memory (Nunan,
2003, p.70). The models of reading process can be divided into three categories
(Nunan, 2003, pp.70-73). Those categories are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a. Bottom-up model
16
Bottom-up model typically consists of a lower-level reading process. In this
model, readers begin with the identification of letters. The information gained is
passed to a decoder, which converts the string of letters into a string of systematic
phonemes. This string is then passed and recognized as a word. The readers then
acquire on the next word and proceed in the same way until all words in a
sentence have been processed, at which put them proceed to a component in
which syntactic and semantic rules operate to assign a meaning to a sentence.
Thus, this model assumes that readers proceed by moving their eyes from left to
right, first taking in the letters, combining these to form words, then combining
the words to form phrases, clauses and sentences of text.
b. Top-down model
In top-down model, readers draw upon their knowledge of the world and the
structure of the sentences to analyze text. In this model, the readers are seen as
bringing hypotheses to bear on the text, and using text data to confirm or deny the
hypotheses. The hypotheses may relate to the whole text and be generated by
reading the sentences and try to find the information using their background
knowledge.
c. Interactive model
Interactive model of reading combines elements of both bottom-up and topdown models, assuming that a pattern is synthesized based on information
provided at the same time from several knowledge sources. While reading, readers
can apply bottom-up process by recognizing the new vocabulary and the new
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
pattern they have not got before. By doing this, readers are expected to be able to
get information from the text. Meanwhile, readers also apply top-down process by
predicting what the content of the text is about and the continuation of the text.
d. Principles for Teaching Reading
There are eight principles for teaching reading as stated by Nunan (2003,
pp.74-77). The principles are described as the following.
1) Exploiting readers’ background knowledge
Background knowledge involves reader’s experiences, knowledge of how texts
can be organized rhetorically; knowledge of how one’s first language works,
knowledge of how the second language works, and cultural background and
knowledge. Those experiences are brought into the text. According to Nunan
(2003, p.74), “Reading can be significantly enhanced if the background
knowledge can be activated by setting goals, asking questions, making
predictions, teaching the structure and so on”.
2) Building a strong vocabulary base
Nunan (2003, p.74) says that basic vocabulary should be explicitly thought and
L2 readers should be taught to use the contexts to effectively guess the meanings
of less frequent vocabulary.
3) Teaching for comprehension
Monitoring comprehension is a very important part to gain successful reading.
It includes verifying that the predictions being made are correct and checking that
the readers do make an important adjustment when meaning is not accomplished.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
Beck, McKeown, Hamilton, and Kucan (1997) in Nunan, (2003, p.25) develop an
excellent technique for engaging students in meaningful cognitive and metacognitive interaction with text and for assisting students in the process of
constructing meaning from texts which is questioning the author. In this case, the
students are used to connect with the meaning and to develop ideas rather than get
back information from the text.
4) Working on increasing reading rate
Teachers of English language should improve their students’ reading rate and
develop reading comprehension skills simultaneously. They should be in a
balanced condition. One important thing to be done is decreasing the dependency
toward looking at dictionary by emphasizing some skills, like scanning,
skimming, predicting, and identifying the text.
5) Teaching reading strategy
Nunan (2003, p.76) states that a strategy is “the tools for active, self-directed
involvement that is necessary for developing communicative ability”. Nunan adds
that “a good technique to sensitive students to that strategies they use is to get
them verbalize (or to talk about) their thought processes as they read.”
6) Encouraging readers to transform strategies into skills
7) As learners consciously learn and practice specific reading strategies, the
strategies move from conscious to unconscious: from strategy to skill (Nunan,
2003, p.77).
7) Building assessment and evaluation into your teaching
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
In assessing growth and development in reading skills, it needs time and
training. Quantitative assessment which includes information from reading
comprehension tests as well as reading rate data and qualitative information which
includes reading journal responses, reading interest surveys, and responses to
reading strategy checklists are both needed in the reading classroom.
8) Striving for continuous improvement as a reading teacher
The quality of the individual teacher is integral to success of second/ foreign
language readers (Nunan, 2003, p.77).
4. Reading in English Lesson for the Tenth Grade Students of Senior High
School according to KTSP
The principles of teaching reading in English lesson of senior high school
students according to KTSP (Kurkulum Tingkat Satuan Pendidikan) are important
in this study since the writer designs reading materials for the tenth grade students
of Tarakanita Magelang Senior High School based on the curriculum that is used
nowadays, KTSP.
English accomplishments of senior high school students should achieve three
levels, namely performative, functional, and informational level. In performative
level, students are expected to be able to read using the symbols that are used in
reading passage. In functional level, students are expected to be able to use the
language to fulfill their daily needs, such as to read newspapers, magazines, or
directions. In informational level, students are expected to be able to access
knowledge using linguistic ability (Peraturan Menteri No.22, 2006, p.307).
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Among those three levels, the focus of English lesson in senior high school is
to achieve informational level, since the students are prepared to continue their
study to a higher education level. From what is described in KTSP (Peraturan
Menteri No.22, 2006, p.308) the scope of English lesson in senior high school,
especially reading, involves three aspects. The aspects are as follows.
1. The ability to understand written text to achieve informational level.
2. The ability to understand various short functional texts and monologues in the
form of procedure, descriptive, recount, narrative, report, news item, analytical
exposition, hortatory exposition, and spoof.
3. Supporting competences, including linguistic competence, (the use of grammar
and vocabulary, intonation, and tones), socio-cultural competence (the use of
appropriate expression in various contexts), and strategy competence (solving
problems rising when reading texts).
5. The Tenth Grade Students of SMA Tarakanita Magelang
In general, the tenth grade students of senior high school are 17 years old.
According to Hamaheck (1979, p.59) in his book entitled Psychology in Teaching,
Learning and Growth, at this age, teenagers start looking for their own
personality; they concern about appearance and start considering the importance
of relationship with others. They make their own decision, develop moral values,
establish sexuality awareness and closer relationship with others, and hunt for
challenging moments in their life.
Further, according to Hamachek (1979), there are three social cognitive
problems in the cognitive development of the tenth grade students of senior high
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school. The problems are related to how they form and arrange their own point of
view and decision about their features based on several considerations, how they
try to value and react towards themselves, and how they form their self
consciousness, figuring out their personal characteristics by creating social
interaction and conceptualizing social norms and rules around them.
In conclusion,