English instructional reading materials using interactive models for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

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vii

ABSTRACT

Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using Interactive Models for the Tenth Grade Students of SMK BOPKRI 1.Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading is one of important skills in learning English. In school, reading is used as a media to facilitate teaching learning activities and increase the result of academic learning. In fact, students often find that reading is difficult. Therefore, this study attempts to design reading materials using Interactive Models. Interactive Models combine both bottom-up and top down models. This reading strategy is believed to help the students comprehend reading passages effectively.

This research was conducted to design English Instructional Reading Materials using Interactive Models for the Tenth Grade students of SMK BOPKRI 1 Yogyakarta. There were two problems in this research. The first is how a set of English Instructional Reading Materials using Interactive Models is designed. The second is what a set of English Instructional Reading Materials using Interactive Models looks like.

To answer the research questions, the researcher adapted Kemp’s Model as the realization of R&D cycle (Research and Development Method). To answer the first research question, the researcher adapted Kemp’s Model. There were seven steps applied by the researcher. The first step was obtaining learners’ characteristics. The second was formulating goals, topics and general purposes. The third step was stating the learning objectives. The fourth step was listing the subject contents. The fifth step was selecting teaching learning activities. In this step, the researcher developed the reading materials using Interactive Models. The sixth step was conducting evaluation survey and the last step was revising the materials.

To develop the designed materials, the researcher distributed questionnaire to 71 students of SMK BOPKRI 1 Yogyakarta and interviewed 2 English Teachers of SMK BOPKRI 1 Yogyakarta. After designing the material, the researcher distributed questionnaires to obtain opinions, suggestions and comments from the respondents toward the reading materials. The respondents consisted of two Lecturers of English Language Education Study Program Sanata Dharma University, two English Teachers of SMK BOPKRI 1 Yogyakarta and one English Teacher of SMK N 4 Klaten. Next, after the researcher obtained the evaluation from the respondents, the researcher analyzed the data. The result of the data analysis showed that the designed materials were acceptable since the mean was 3.53 on a scale of 1- 4.

To answer the second research question, the researcher presented the final version of the designed materials. The final versions of the designed materials are presented after making some revisions based on the comments, critics and suggestions from the respondents. The designed materials consisted of eight units. Those eight units were: “My New School”, “Home”, “Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Each unit contains three parts, namely: Let’s Begin, Let’s Practice, and Let’s Finish the Lesson.

Finally, the researcher hopes that the designed materials will be useful for students to improve their reading skill and for teachers to be applied in teaching learning process, especially to teach reading. The researcher also hopes that the designed materials will inspire other researchers or instructors to develop the designed materials from different point of view.

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viii ABSTRAK

Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using Interactive Models for the Tenth Grade Students of SMK BOPKRI 1.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Membaca (reading) merupakan salah satu keahlian dalam pembelajaran Bahasa Inggris. Di sekolah, reading merupakan salah satu media belajar mengajar untuk meningkatkan nilai akademik. Kenyataanya, siswa seringkali mengalami kesulitan dalam untuk memhami bacaan. Oleh sebab itu, penelitian ini bermaksud untuk merancang seperangkat materi reading dengan menggunakan Interactive Models. Interactive Models ini merupakan penggabungkan antara bottom-up dan top down model. Reading strategy ini dipercaya memudahkan siswa dalam memahami bacaan dalam Bahasa Inggris secara efektif.

Penelitian ini dilaksanakan untuk merancang seperangkat materi reading dengan menggunakan Interactive Model untuk siswa kelas sepuluh di SMK Bopkri 1 Yogyakarta. Ada dua masalah yang dibahas dalam studi ini. Pertama, bagaimana seperangkat materi pembelajaran reading dengan menggunakan Interactive Model dirancang. Kedua, bagaimanakah bentuk seperangkat materi reading tersebut?.

Untuk menjawab pertanyaan tersebut, penulis mengadaptasi Kemp’s model sebagai realisasi dari metode lingkaran R&D (Research and Development). Untuk menjawab pertanyaan pertama, penulis mengadaptasi Kemp’s Model. Ada tujuh langkah yang diterapkan oleh penulis. Langkah pertama adalah mencari karakteristik siswa. Langkah kedua adalah menetapkan topik dan tujuan umum. Langkah ketiga adalah menentukan tujuan pembelajaran khusus. Langkah keempat adalah merinci isi materi dan langkah kelima adalah memilih kegiatan pembelajaran dan sumbernya. Dalam langkah ini, penulis merancang materi reading menggunakan Interactive Models. Langkah keenam adalah mengevaluasi materi dan langkah terakhir adalah memperbaiki materi.

Untuk mengembangkan materi yang dirancang, penulis menyebarkan kuesioner kepada 71 siswa SMK BOPKRI 1 Yogyakarta dan mengadakan interview dengan dua guru Bahasa Inggris SMK BOPKRI 1 Yogyakarta. Setelah merancang materi, penulis menyebarkan kuesioner untuk mendapatkan pendapat, saran, dan komentar dari responden. Para responden terdiri dari dua dosen dari jurusan Bahasa Inggris di Universitas Sanata Dharma, dua guru Bahasa Inggris di SMK BOPKRI 1 Yogyakarta dan satu guru Bahasa Inggris SMK N 4 Klaten. Setelah penulis mendapatkan evaluasi dari responden, penulis menganalisa data tersebut. Hasil dari data analisis tersebut menunjukkan bahwa materi yang dirancang sesuai dan dapat diterima karena nilai rata-ratanya adalah 3.53 pada skala 1-4.

Untuk mejawab pertanyaan kedua, penulis mempersembahkan versi materi akhir yang telah dirancang. Rancangan materi akhir tersebut dipersembahkan setelah melakukan beberapa revisi berdasarkan pendapat, kritik dan saran dari responden. Rancangan materi tersebut terdiri dari delapan unit. Delapan unit tersebut adalah: “My New School”, “Home”, “At the Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Setiap unit terdiri dari tiga bagian, yaitu: Let’s Begin, Let’s Practice, and Let’s Finish the lesson.

Akhirnya, penulis berharap rancangan materi ini dapat berguna bagi para siswa untuk meningkatkan kemampuan mereka dalam reading dan untuk para guru rancangan materi ini dapat diterapkan dalam proses pembelajaran reading. Penulis berharap rencangan materi ini dapat menginspirasi penulis lain dan guru-guru untuk mengembangkan rancangan materi ini dari sisi yang berbeda.

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ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS

OF SMK BOPKRI 1 YOGYAKARTA

A THESIS

Presented as Partial Fulfilme nt of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

Katarina Atik Andriyani Student Number: 031214149

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS

OF SMK BOPKRI 1 YOGYAKARTA

A THESIS

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

in English Language Education

By:

Katarina Atik Andriyani Student Number: 031214149

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Sand and Stone

A story tells that two friends were walking through the desert. During some

point of the journey they had an argument, and one friend slapped the other one

in the face. The one who got slapped was hurt, but without saying anything,

wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE

FACE."

They kept on walking until they found an oasis, where they decided to take a

bath. The one, who had been slapped, got stuck in the mire and started

drowning, but the friend saved him. After the friend recovered from the near

drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY

LIFE."

The friend who had slapped and saved his best friend asked him, "After I hurt

you, you wrote in the sand and now, you write on a stone, why?"

The other friend replied: "When someone hurts us, we should write it down in

sand where winds of forgiveness can erase it away. But, when someone does

something good for us, we must engrave it in stone where no wind can ever erase

it."

LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE

YOUR BENEFITS IN STONE

(UNKNOWN)

I dedicate this thesis to God,

my family,

my boyfriend,

and for my friends

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vii

ABSTRACT

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viii ABSTRAK

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ACKNOWLEDGEMENTS

First of all, I would like to dedicate my deepest gratitude to my Lord the Almighty for His blessing, greatest love and guidance so that I can accomplish my thesis. Nothing can be true without His desire. People can only try hard to make the best choice for my life.

Second, I would like to address my sincere gratitude to my major sponsor C. Tutyandari, S.Pd., M.Pd., for always guiding and encouraging me with her valuable advice, supports, critics and suggestions in accomplishing my thesis. I also would like to address my deepest gratitude to Ch. Lhaksmita Anandari, S. Pd., M.Ed. as my co-sponsor for giving me suggestions and advice in completing my thesis. Thank you for both of them for helping me accomplishes my thesis. Also, I would like to express my deep gratitude to them for being patient, kind, friendly, nice lecturers for me. I really appreciate their willingness to guide me to solve problems.

I would like to give my sincere gratitude to all lecturers of English Language Education Study Program for teaching me many things during my study here. I would also like to thank my academic advisor Ag. Hardi Prasetyo, S.Pd., M.A. for his support and kindness during my study here. I also express my gratitude to F. Chosa Kastuhandani S.Pd., and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for helping me revise my thesis so that I can accomplish my thesis well.

I address my gratitude to the headmaster of SMK BOPKRI 1 Yogyakarta for allowing me to do my research there. I would also like to express my great appreciation to Drs. C. Suprantiyo and Drs. FX. Sri Suwantoro as English teachers of SMK BOPKRI 1 Yogyakarta who help me revise my thesis. I would also express my gratitude to Dra. Indriasrini Listyowati as an English teacher of SMK N 4 Klaten who helps me revise and evaluate my thesis. I would also like to

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thank the tenth grade students of SMK BOPKRI 1 Yogyakarta who help me accomplish my thesis. I have spent beautiful moments with them.

My deepest gratitude is addressed to my beloved mother, Ch. Siti Haryani who always supports and gives me advice for the sake of my life. I really thank her for every single prayer and sacrifice to make me obtain Sarjana Pendidikan Degree. She gives me necessary skills to make my life better. I also address my sincere gratitude to my beloved father, Andreas Suwandi who is always patient every time I cope with problems. I really thank both my beloved parents for their endless love, patience, trust, mental and financial support. I also thank my lovely sister, Yuliana Andriastuti S.E, who is always patient toward my attitude. I really thank for her advice, criticism and financial support.

My special deepest gratitude is addressed to my lovely boyfriend, Indra Bayu Perdana R, S.H, who helps me make the layout of my designed materials. I really also thank him for his patience, love, faithfulness, support, prayer, and guidance. He is the greatest inspirations for every single thing I do in my life. He makes my life very colorful and very meaningful. He helps me open my eyes and heart to choose the best thing to get a better life. He is the one who always listens to me when I feel stressed and depressed during the process. He is my savior. I also thank him for very wonderful moments we have spent together.

I would also like to address my sincere gratitude to my best friends, Melon, Nina, Priska, Kiki, Titik, Urie, Dono, Siwi, Palupi, Upik, Deni, Timur, Cipok, Gendut, Dudung, Rinma for their help, support and prayer. I also thank Rika, Wati, Bekti, Didi, Sabrin, Diksa, Janah, Inyong, De’na, Nita, and Vina, for their support and patience. My gratitude also addressed to those whom I cannot mention by names, I would like to thank them for their support, guidance, and encouragement. Thank you all.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

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 FIGURES ... xv

LIST OF TABLES ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 5

CHAPTER II: LITERATURE REVIEW ... 8

A. Theoretical Description ... 8

1. Kemp’s Model ... 9

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3. Models of Reading Processes ... 14

a. Interactive Models ... 14

b. Bottom –up model ... 16

c. Top down model ... 18

4. Cloze Procedure ... 20

a. Fixed-ratio deletion ... 21

b. Rational deletion ... 21

c. C-test procedure ... 21

d. Cloze-elide procedure ... 22

5. SMK BOPKRI 1 Yogyakarta ... 22

B. Theoretical Framework ... 24

CHAPTER III: METHODOLOGY ... 28

A. Research Method ... 28

1. Conducting Research and Information Collecting ... 28

a. Collecting Information about the Theories ... 29

b. Collecting Information about the Learners ... 29

2. Conducting Planning ... 30

3. Developing Preliminary Form of Product... 30

4. Conducting Preliminary Field Testing ... 31

5. Presenting Main Product Revision... 31

B. Research Participants ... 31

1. Conducting Research and Information Collecting ... 32

2. Conducting Preliminary Field Testing ... 32

C. Research Instruments ... 32

1. Interviews ... 32

2. Questionnaires... 33

D. Data Gathering Techniques ... 34

E. Data Analysis Techniques ... 35

1. Interview ... 35

2. Questionnaires... 35

F. Research Procedures ... 39

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 42

A. Conducting Need Survey ... 42

1. Data Presentation ... 42

a. The results of questionnaire for students ... 43

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B. Formulating Goals, Topics, and General Purposes ... 47

1. Goals ... 48

2. Topics ... 48

3. General Purposes ... 49

C. Stating the Learning Objectives ... 49

D. Listing Subject Content ... 50

1. Pre-reading activity ... 51

2. Whilst reading activity ... 51

3. Post reading activity ... 52

E. Selecting Teaching and Learning Activities and Resources ... 52

F. Conducting Evaluation Survey ... 56

1. The Description of the Respondents ... 57

2. Data Presentation ... 57

3. Respondents’ comments on the Designed Materials ... 59

G. Revising the Materials ... 60

1. Response to the Respondents’ Evaluation ... 60

2. The Presentation of the Designed Materials ... 62

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 63

A. Conclusion ... 64

B. Suggestions ... 65

REFERENCES ... 66

APPENDICES Appendix A: Letters of Permission ... 69

Appendix B: Gambaran Umum Materi ... 72

Appendix C: Questionnaire of Research and Information Collecting for Students ... 77

Appendix D: Interview of Research and Information Collecting for Teachers ... 80

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Appendix F: Syllabus ... 89 Appendix G: Lesson Plans ... 95 Appendix H: Presentation of the Materials ... 120

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LIST OF FIGURES

Page Figure 2.1 Kemp’s Model of Instructional Development……..…………... Figure 2.2 Interactive Approach to Reading………...

Figure 2.3 Bottom-up model………...

Figure 2.4 Top down model………

Figure 2.5 The Adapted Instructional Design Model.……… Figure 3.1 The Adapted Instructional Design Model ………

12 15 17 18 27 28

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xvi

LIST OF TABLES

Page Table 3.1. The presentation of assessing respondents’ opinion

using Likert scale ... 36

Table 3.2 The presentation of eachers’ opinion about the designed materials ... 37

Table 3.3 The format of the presentation of product evaluation results ... 37

Table 4.1. The Result of Questionnaire for Students ... 43

Table 4.2. The Result of Interviewing English Teachers ... 45

Table 4.3. The Adapted Goals from the syllabus of SMK BOPKRI 1 ... 48

Table 4.4. Topics ... 48

Table 4.5. General Purposes... 49

Table 4.6. Stating the Learning Objectives ... 49

Table 4.7 The combination of microskills and makroskills criteria... 53

Table 4.8 Reading Materials Blueprint ... 54

Table 4.9. The Description of Preliminary Field testing Respondents ... 57

Table 4.10. The Results of the Preliminary Field Testing Questionnaire ... 58

Table 4.11. The Topics, the Titles, the Sections and Subsections of the Designed Materials ... 61

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xvii

LIST OF APPENDICES

Page

Appendix A: Letters of Permission ... 69

Appendix B: Gambaran Umum Materi ... 72

Appendix C: Questionnaire of Research and Information Collecting for Students ... 77

Appendix D: Interview of Research and Information Collecting for Teachers ... 80

Appendix E: Questionnaire for Feedback Gathering ... 82

Appendix F: Syllabus ... 89

Appendix G: Lesson Plans ... 95

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CHAPTER I

INTRODUCTION

This research is intended to design a set of instructional reading materials using Interactive models. This chapter discusses the research background, problem limitation, problem formulation, research objectives, research benefits, and definitions of terms.

A. Research Background

Reading is one of the most important things to keep up with up-to-date technology and the latest news. People read books, advertisements, newspapers, messages and the like. Therefore, reading becomes a learning media either in schools or outside schools. In other words, reading is needed everywhere. In school, for instance, reading is used as a media to facilitate teaching learning activities or to increase the results of academic learning. Furthermore, reading gives us several advantages to improve our personal competence. Therefore, we will not be a person who lacks of information.

Reading is very important especially for students to achieve their academic result. However, teachers often find that students have difficulties in reading. Reading often makes students feel so bored and sleepy. Looking from the students‟ behaviour toward reading subject then such question arises. First, why does that kind of situation appear? Second, why do they feel bored or even sleepy when reading in a reading class?

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There are some factors influencing the learning process toward reading subject such as reading strategy, vocabularies, passages, types of text, and students‟ self motivation toward reading itself. Those are the factors that play important roles in influencing students‟ difficulties toward reading subject. Based on the researcher‟s experience, when the researcher taught in SMK BOPKRI 1 Yogyakarta, she found out that it was difficult to teach reading. The researcher asked the students why they were less motivated primarily in reading subject. As a result, most of them answered that the reading strategy was not interesting.

The most common way to comprehend reading passages is finding difficult vocabulary and searching for the meaning. Therefore, here the researcher is interested in one reading strategy called Interactive Models. Interactive Models combine both bottom up and top down models. Bottom-up model views reading as a process of decoding written symbols into their aural equivalents in a linear fashion (Anderson, as edited by Nunan, 1999). Top-down models views one begins with a set of predictions about the meaning of the text and then selectively samples the text to determine whether or not one‟s predictions are correct (Anderson, as edited by Nunan, 1999). Here, the researcher would like to design a set of reading instructional materials using Interactive Models.

Interactive Models combine both bottom-up and top-down models. Murtagh (1989) stresses that the best second language readers are those who can „efficiently integrate‟ both bottom-up and top-down processes (p. 102).

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Furthermore, Nuttal (1996) compares bottom-up processes with the images of a scientist with a magnifying glass or microscope examining all the minute details of some phenomenon while top-down processing is like taking an eagle‟s eye view of a landscape below. Here, bottom-up process is viewed as a process to get meaning by recognizing the printed letters and words, and develop a meaning for a text from the smallest textual unit at the „bottom‟ (letters and words) to larger and larger units at the „top‟ (phrases, and clauses). Top-down process, however, is viewed as an active reading process. The readers are to make predictions and find out the information in which the reader‟s prior knowledge plays a significant role in this process. Later, both bottom-up and top-down are combined to make the reading process more effective.

Furthermore, the researcher would like to describe how the Interactive Models are implemented. For instance, the teacher gives students a passage and then the teacher provides some questions to develop the students‟ background knowledge which include the important vocabularies from the text. Next, the researcher provides passages with blank words and alphabets of some words are eliminated. Then, the students are to find the missing words and letters, in this case the students apply bottom-up model. In order to find the missing words and letters, the students have to read the complete sentences or the whole passages. Here, the students apply top down model. Therefore, in one passage bottom-up and top down model are combined to make the students understand passages effectively. Looking from the

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combination of bottom-up and top-down approach, therefore the researcher would like to design a set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

B. Problem Formulation

Considering the research background, the problems are formulated as follows: 1. How is a set of English instructional reading materials using Interactive

Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta designed?

2. What does the designed set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta look like?

C. Problem Limitation

The focus of this research is on designing a set of instructional reading materials based on Interactive models. This research is limited only to the tenth grade students of SMK BOPKRI 1 Yogyakarta. This research also limits itself only in designing a set of English instructional reading materials using Interactive Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

D. Research Objectives

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1. To describe how a set of English instructional reading materials for the tenth grade students of SMK BOPKRI 1 Yogyakarta is designed.

2. To present a set of English instructional reading materials for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

E. Research Benefits

This research is intended to give benefits for: 1. English Teachers

English teachers of SMK BOPKRI 1 Yogyakarta can use the design to teach their students or as an alternative material to be taught in class. 2. Students

The designed materials help the students develop their reading ability. 3. Other researchers

They can learn from this thesis how to design a set of English instructional reading materials, how to select materials that match to the needs of the tenth grade students of SMK BOPKRI 1 Yogyakarta and how to reconstruct the materials.

F. Definition of Terms 1. Reading

According to Mitchell (1982: 1), reading can be defined as the ability to make sense of written or print symbols. Nunan (1991) said that reading is a fluent process of readers combining information from a text and their

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background knowledge to built meaning. In this research, reading means understanding the meaning of texts or passages in which vocabulary and reader‟s prior knowledge are taken into account.

2. Strategy

In this research, the term „strategy‟ refers to language learning strategy. According to Anderson as edited by Nunan (2003, p.77), strategy can be defined as conscious actions that learners take to achieve desired goals or objectives. In addition, Cohen (1998, p.68) writes language learning strategies are the conscious thoughts and behaviour used by learners with the explicit goals of improving their knowledge and understanding of a target language. In this research, strategy defines as series of actions to achieve particular goal in target language.

3. Interactive models

Interactive Models combine bottom-up and top-down model. Interactive Models combine elements of both bottom-up and top-down model assuming “that a pattern is synthesized based on information proposed simultaneously from several knowledge sources”(Stanovich, 2000). In this research, Interactive Models define as a way to combine vocabularies and reader‟s prior knowledge through reading comprehension.

4. Bottom-up

Bottom-up model views reading as a process of decoding written symbols into their aural equivalents in a linear fashion (Anderson, as

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edited by Nunan, 1999). Moreover, according to Swaffar (1991), bottom-up model focuses on the surface of language features such as letters, words, and individual sentences in order to understand a reading text. In this research, bottom up model focuses on the surface of language features such as letters, words and individual sentences.

5. Top-down

Top-down model views one begins with a set of hypothesis or predictions about the meaning of the text one is about to read and then selectively samples the text to determine whether or not one‟s predictions are correct (Anderson, as edited by Nunan,1999). According to Swaffar (1991), top down model focuses on students‟ background knowledge in order to understand a reading text. In this research, top down model focuses on students‟ background knowledge in order to understand a reading text.

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8 CHAPTER II

THEORETICAL REVIEW

This chapter discusses the theories underlying this research. There are two major points of discussion. The first deals with the theoretical description that covers five main points, namely Kemp’s Model, reading works of literature, models of reading processes, and Cloze procedure SMK BOPKRI 1 Yogyakarta. Second, the researcher describes the theoretical framework employed in designing English instructional reading materials using Interactive Models.

A. Theoretical Description

This part explains the theories related to Kemp’s Model, model of reading processes called Interactive Model, reading works of literature, and vocational high school students. The theories related to Kemp’s model help the process of designing materials and providing an illustration of how the instructional materials should be presented. The theories related to reading provide information about the importance of reading skills for the tenth grade students of SMK BOPKRI 1 Yogyakarta. Next, the theories related to the model of reading processes called Interactive Models. This section provides information about what Interactive Model is. Thus, those theories are discussed as follows.

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1. Kemp’s Model

Kemp (1977: 8-9) proposes a program development consisting of eight interdependent elements. These steps of Kemp’s program development are as follows:

a) Formulating goals, topics and general purposes

The researcher identifies goals and then lists topic for teaching learning activities. These goals will be derived from three sources: society, students and content areas. Topics are chosen in this research within curriculum areas. For each of these the teacher explicitly expresses the general statements of purposes to achieve goals.

b) Obtaining learner characteristics

The researcher identifies the important characteristics of the students for the design. Knowing their characteristics, the teacher must obtain information about capabilities, needs and interests. This information should affect the emphasis on instructional planning, including the determination of topics and the levels at which topics are introduced, the choice of sequencing objectives, the depth of treatments and the variety of learning activities.

c) Stating the learning objectives

The researcher identifies the learning objectives to achieve in terms of measurable students’ behaviour outcomes. All objectives must be stated in terms of activities that will best promote learning. Objectives tell the students: what goals they must attain, what ideas

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and skills will be included in the next instruction and what type of behaviour will be expected during the evaluation.

d) Listing the subject content

The researcher lists the subject content to support specific objectives. It is chosen according to learning objectives. Kemp offers four questions in selecting the subject content: What specifically must be taught or learned in this topic? What facts, concepts, and principles relate to this topic? What steps are involved in necessary procedures relating to this topic? What techniques are required in performing essential skills?

e) Conducting pre-assessment

The researcher develops pre-assessment to determine the students’ background knowledge. In order to plan the learning activities, Kemp suggests finding out specifically: to what extent each student has acquired the necessary prerequisites for studying the topic and what the student may have already mastered about the subject to be studied. f) Selecting teaching learning activities and resources

The researcher selects teaching learning methods and instructional resources that will be most appropriate for accomplishing each objective through subject content. Kemp argues that there is no formula for matching activities to objectives. Therefore, the teacher needs to know the strengths and weaknesses of alternative methods and of various materials. They can make their selection in terms of

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students’ characteristics and needs that will best serve the objectives they have established.

g) Coordinating support services

The researcher coordinates the support services that are required to implement the design plan such as budget, facilities, equipment, and schedules.

h) Conducting evaluation survey

The researcher makes the evaluation of students’ learning. Evaluation is needed to control and decide the results of the design that has been constructed. The teachers are ready to measure the learning outcomes relating to the objectives that indicate what evaluation should be. By stating them clearly, teachers have assured measuring directly what they are teaching. According to Kemp, the plan is flexible. There is interdependence among the eight elements; decisions relating to one may affect others. The planners may begin any step then move back and forth to another steps. The sequence and order are the planner’s choice. However, they should eventually treat most of the eight.

i) Revising the materials

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Figure 2.1: Kemp’s Model of Instructional Development (1977: 8-9)

2. Reading

Reading is a fluent process of readers combining information from a text and their background knowledge to build meaning (Anderson, as edited by Nunan, 2003). To achieve the goal of reading comprehension, good readers need to know what to do when they encounter difficulties. Anderson, as edited by Nunan (2003: 68) states that strategic reading is defined as the ability of the readers to use a wide variety of reading strategies to accomplish a purpose for reading. In addition, fluent reading is defined as the ability to read at an appropriate rate with adequate comprehension (Anderson, as edited by Nunan, 2003: 68). Therefore, to comprehend text readers need to integrate background knowledge with the literary text to

Goals, topics and general purposes

Learner characteristi c

Learning objectives

Subject content Pre-

assesment Teaching

learning activities Support

services

Evaluation

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create the meaning. To achieve the goal, the researcher uses Interactive Models in designing the reading materials.

In addition, the researcher takes many sources to develop the reading materials such as magazines, folk tales, newspaper, and other interesting books as long as it is relevant for the tenth grade students of SMK BOPKRI 1 Yogyakarta and also relevant to the requirement that students should achieve to develop students abilities in reading. Again, the reading materials do not limit to such materials that are taken from newspaper, literary works and so on. Moreover, the topics that are chosen are interesting for the students at that age.

The materials are divided into three sections: pre-reading activities, whilst reading activities, and post-reading activities. In the first part, pre-reading activities, the students are to answer some questions before they read the reading texts. The researcher provides some questions in which the questions are to develop the students’ background knowledge. A reader’s background knowledge can influence reading comprehension (Carrell, 1983; Carrell and Connor, 1991). However, in those questions involved the important vocabularies that should be understood by underlining the words. Levine and Reves (1990) have found that “it is easier for the reader academic texts to cope with special terminology than with general vocabulary” (p. 37). The second is whilst reading activities. Here, the students are to read the reading texts and then answer the questions

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provided. The third is post-reading activities; here the students are to answer some questions after discussing the text.

The materials involved in pre-reading activities aim to exploit the reader’s background knowledge. Whilst reading activities aim to make the students comprehend the reading passages by obtaining information in the passages easier. Guessing is primarily needed here to reduce students’ dependence on a dictionary. Post-reading activities is purposed to remind what the students have learned so far.

3. Models of Reading Processes

There are three models in reading processes: interactive models, bottom-up, and top-down. The researcher uses interactive model to be used as a basis in designing the materials.

a. Interactive Models

The Interactive models combine elements of bottom-up and top-down models assuming that “a pattern is synthesized based on the information provided simultaneously from several knowledge sources” (Stanovich, 2000: 22). Therefore, word recognition need to be fast and efficient, however background knowledge is the major contributor to text understanding as an inference and predicting what will come next in the text. An interactive approach to reading would include aspects of both intensive and extensive reading. The readers need to be provided with shorter

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passages to teach specific reading skills and strategies explicitly. Moreover, they need to be encouraged to read longer texts without an emphasis on testing their skills.

Reader background knowledge

Individuals’ letters and sounds

Figure 2.2: Interactive approach to Reading (Anderson, as edited by Nunan, 2003)

Rumelhart views that the reader makes use of whatever strategies are needed at a given time (Pehrrson and Robinson, 1985: 6). The reader might place semantic or syntactic strategies but when necessary will emphasize visual or auditory strategies. As a consequence, when the text is difficult to understand and is not highly predictable, a reader tends to read it more slowly and make greater use of the information.

Out of those models above, Mitchell (1982: 2-3) argues that it is likely that different people read in different ways. Thus, the strategy depends on the response they make to the text. Gibson and Levin (1975: 438) state that:

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

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Furthermore, the researcher would like to describe how the Interactive Model is implemented. For instance, students are given a passage, and then the teacher provides some questions in which the questions are to develop the students’ background knowledge. However, in those questions involved the important vocabularies that should be understood by underlining the words. Next, the researcher provides passages in which alphabets of some words are eliminated. Then, the students are to find the missing words, in this case the students apply bottom-up model. In order to find the missing words the students have to read the complete sentences or the whole passages. Here, the students apply top down model. Therefore, in one passage bottom-up and top down model are combined to make the students understand the passages effectively.

b. Bottom-up model

Bottom-up model consists of lower level reading process. The lower processes represent the more automatic linguistic process and viewed as more skill oriented. Bottom-up model suggests that all reading follows a mechanical pattern in which the reader creates reader piece-by-piece mental translation of the information in the text, with little interference from the reader’s background knowledge. Readers start with the fundamental basic letters and sound recognition, which in turn allow for morpheme recognition, followed by word recognition, building up to the identification of grammatical structures, sentences and longer texts. Gaugh cited by Pehrsson and Robinson (1985: 6) says:

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

When a reader comes to unknown words, he or she can sound out the word because of the knowledge of the individual units that make up the word. The blending together of the various sounds allows the reader to move toward the comprehension.

Comprehension

Figure 2.3: Bottom-up model (Anderson, as edited by Nunan, 2003) From the process above, the reader employs strategies in the following orders: visual (look at print), auditory (ascertain sounds) and syntactic (synthesizes words into sentence). Moreover, Swaffar (1991) states that there are some factors influencing the relationship between textual meaning and reader processing. Those factors are as follows.

Bottom-up factors: text and reader a) Illustrative detail (micropropositions).

b) The surface language features of the text in letters, words, and individual sentences

c) Reader language proficiency.

In addition, bottom-up model includes microskills criteria for reading comprehension. As stated by Brown (2004: 187), those microskills criteria are as follows.

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1. Discriminate among the distinctive graphemes and orthographic patterns of English.

2. Retain chunks of language of different lengths in short-term memory. 3. Process writing at an efficient rate of speed to suit the purpose.

4. Recognize a core of words, and interpret word order, pattern and their significance.

5. Recognize grammatical word classes (nouns, verb, etc.) systems (e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms. 6. Recognize that a particular meaning may be expressed in different

grammatical forms.

7. Recognize cohesive devices in written discourse and their role in signalling the relationship between and among clauses.

c. Top down model

Top-down model begins with the idea that comprehension resides in the reader. They assume that reading is primarily directed by reader goals and expectations. The reader uses the background knowledge, makes expectations and searches the text to confirm or reject the expectations they have made. The mechanism by which a reader would generate expectation is not clear, but a general monitoring mechanism may create these expectations.

Reading begins with Reader’s background knowledge

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According to Godman as cited by Pehrrson and Robinson (1986: 6), in this model the readers use strategies on the following orders: semantic (predict meaning), syntactic (generate anticipated language possibilities to structure meaning and visual in combination with auditory (confirm expectation). Moreover, Swaffar (1991) states that there are some factors influencing the relationship between textual meaning and reader processing. Those factors are as follows.

1) Top down factors: reader

a) Reader background knowledge (semantic knowledge). b) Reader perspectives (reading strategies).

2) Top down factors: text a) Text schema (topic).

b) Text structure (organizational pattern of the information). c) Episodic sequence (scripts or story grammar).

In addition, top down model includes macroskills criteria for reading comprehension. As stated by Brown (2004: 187), those macroskills criteria are as follows.

1. Recognize the rhetorical forms of written discourse and their significance for interpretation.

2. Recognize the communicative functions of written text, according to form and purpose.

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4. From described events, ideas, etc., infer links and connections between evens, deduces causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

5. Distinguish between literal and implied meaning.

6. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.

7. Develop and use a battery of reading strategies, such as scanning, and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of the texts

4. Cloze Procedure

To design the reading instructional materials, the researcher used cloze tasks procedure. Cloze procedure was one of the most popular of reading assessment task. Brown says:

“The word cloze was coined by educational psychologists to capture the Gestalt psychological concept of “closure,” that is the ability to fill in gaps in an incomplete image (visual, auditory, or cognitive) and supply (from background schemata) omitted details.”

Cloze Tasks aimed to help the students understand passages and dialogs effectively. Moreover, cloze tasks made the text more interesting to read. There were many variations in Cloze Procedure named fixed-ratio deletion, rational deletion, C-test procedure and cloze elide procedure. Those five variations were discussed as follows:

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a. Fixed-ratio deletion

Typically, every seventh word (plus or minus two)is deleted.

e.g:

The recognition that one’ feelings of (1)_________ and unhappiness can coexist much like (2)_______ and hate in a close relationship (3)__________ over valuable clues on how to (4)_________a happier life.

Taken from Language Assessment Principles & Classroom Practice

b. Rational deletion

Typically, the words are deleted according to the grammatical or discourse functions of the words.

e.g:

c. C-test procedure

In the C-test, the second half (according the number of the letters) of every other words is obliterated and the test taker must restore each word (Braley & Raatz, 1984; Klein-Braley, 1985; Dornyei & Katona, 1992).

The recognition that one’ feelings (1)______ happiness (2)_____ unhappiness can coexist much like love and hate (3)_______ a close relationship may over valuable clues (4)______ how to lead a happier life.

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e.g:

d. Cloze-elide procedure

In cloze-elide procedure, the words that don’t belong are inserted.

e.g:

The recognition that one’ feelings of happiness and unhappiness can under coexist much like love and hate in a close then relationship may over valuable clues on how to lead a happier with life.

Taken from Language Assessment Principles & ClassroomPractice

5. SMK BOPKRI 1 Yogyakarta

SMK BOPKRI 1 is located in Yogyakarta. This school was built on January 19, 1967. SMK BOPKRI 1 Yogyakarta has a good physical environment for teaching learning process. This school is surrounded by high hedge in which it makes the students feel safe and protected. Moreover, the location of the school is very strategic since it is near the main road, a supermarket, a hospital, and the complex of Gajah Mada University. Therefore, it will be easier for the students to get their needs. Moreover, the The recognition th_ _ one’ feel_ _ _ _ of happ_ _ _ _ _ and unhapp_ _ _ _ _ can coe_ _ _ _ much li_ _ love a_ _ hate i_ a cl_ _ _ relati_ _ _ _ _ _ may ov_ _ valuable cl_ _ _ on h_ _ to le_ _ a hap_ _ _ _ life.

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school has sufficient facilities to support teaching learning process such as library, computer laboratory, and a room for typing practice. Sure, the laboratory would much support the students to develop their computer ability.

There are six classes in SMK BOPKRI 1 namely 1 Akutansi/AK (accounting class), 1 Administrasi Perkantoran/AP (administration class), 2 AK, 2 AP, 3 AK, and 3 AP. All the six classes are in the ground floor and the upstairs floors are used for computer laboratory and typing room. In addition, there is also a teacher room, a Tata Usaha/TU (administration room), counselling room, and an Usaha Kesehatan Sekolah/UKS room.

The students in SMK BOPKRI 1 are 80% girls. Only 20% of them are boys. The teaching learning process begins from 07.15 a.m up to 01.10 p.m. In addition, some rules are made not only for the sake of students but also the teachers to make the teaching learning process run well.

The materials to be taught must be suitable for the learners’ level since vocational school students come to their critical age to learn. For maximizing their critical age, peer group would help them come to activate their prior knowledge and share their opinion to others. By doing so, they are hoped to be mature in receiving critic or opinion from others.

According to Hamacheck (1980), there are six important functions of peer group. First, the students receive more objective feedback from other member of the group rather than from their parents. Second, peer group is a useful stabilizer during the period transition. Third, peer group makes the

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students have the sense of being important to someone outside the family unit. Fourth, peer group protects the students from coercion that adults are likely to impose on young people. Fifth, peer group gives opportunity to practice by doing. The last one, peer group provides and offers an important source of feedback. Feedback from their peers is somewhat more objective and honest, that helps them to find the right way on how to present themselves to others and how they feel about themselves (Hamacheck, 1990: 117-120).

2. Theoretical Framework

In this research, the researcher tries to develop a set of instructional reading materials that are suitable for the students’ need and interest for the first semester of first grade vocational school students.

Here, the researcher uses Interactive Models as the basis for designing the instructional materials. Interactive model combines elements of both bottom-up and top-down models. In other words, the vocabulary and learners’ background knowledge were combined to make the students comprehend the passages easier. It is believed those successful learners are those who successfully cover both bottom-up and top-down model. The researcher hopes by using Interactive Model the learner will be easier to comprehend and understand the materials.

In addition, the researcher adapts Kemp’s model to design the instructional reading materials. Here, the researcher considers that Kemp’s model is appropriate to be implemented in designing the materials through

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reading. Those steps have sequenced steps that help the researcher in designing the materials. Some selected steps to be used to design the reading materials are as follows.

a. Obtaining Learner Characteristics. The researcher identifies the important characteristics of the students for the design. Knowing their characteristics, the teacher must obtain information about capabilities, needs and interests. This information should affect the emphasis on instructional planning, including the determination of topics and the levels at which topics are introduced, the choice of sequencing objectives, the depth of treatments and the variety of learning activities.

b. Formulating goals, topics and general purposes. The researcher identifies goals and selects topic for developing the materials in which KTSP curriculum and the result of need analysis are chosen as a basis.

c. Stating the learning objectives. All objectives must be stated in terms of activities that will best promote learning. Its purpose is to tell the students: what goals they must attain, what ideas and skills will be included in the next instruction and what type of behaviour will be expected during the evaluation.

d. Listing the subject content. What specifically must be taught or learned in this topic? What facts, concepts, and principles relate to this topic? What steps are involved? and what techniques are

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required in performing essential skills? Those are four questions in selecting the subject content.

e. Selecting teaching and learning activities. The researcher selects teaching learning methods and instructional resources that will be most appropriate for accomplishing each objective through subject content. Kemp argues that there is no formula for matching activities to objectives. Therefore, the teacher needs to know the strengths and weaknesses of alternative methods and of various materials. They can make their selection in terms of students’ characteristics and needs that will best serve the objectives they have established.

f. Conducting evaluation survey. The researcher makes the evaluation of students’ learning. Evaluation is needed to control and decide the results of the design that has been constructed. The teachers are ready to measure the learning outcomes relating to the objectives that indicate what evaluation should be. By stating them clearly, teachers have assured measuring directly what they are teaching. According to Kemp, the plan is flexible. There is interdependence among the eight elements; decisions relating to one may affect others. The planners may begin any step then move back and forth to another steps. The sequence and order are the planner’s choice. However, they should eventually treat most of the eight.

g. Revising the materials

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Figure 2.5: The Adapted Instructional Design Model Obtaining learners’

characteristics

Formulating goals, topics, and general purposes

Listing the subject contents

Conducting evaluation survey Stating the learning objectives

Selecting teaching learning activities and resources

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28 CHAPTER III METHODOLOGY

This research is intended to design instructional reading materials using Interactive models. This chapter discusses methods, research respondents, research instruments, data gathering techniques, data analysis techniques as well as research procedures.

A. Research Method

This research used Educational Research and Development (R & D) theories as a basis in conducting the research. Borg and Gall (1983) stated that Educational Research and Development (R & D) is a process used to develop and validate educational products. Here, the researcher adapted Kemp’s Model as the realization of R&D. The figure of the adapted model is as follows.

Figure 3.1 The Adapted Instructional Design Model Obtaining learners’

characteristics

Formulating goals, topics, and general purposes

Listing the subject contents

Conducting evaluation survey Stating the learning objectives

Selecting teaching learning activities and resources

Revising the materials

Conducting research and information collecting

Developing preliminary form of product

Conducting planning

Conducting preliminary field of testing

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Some steps in educational research and development (R & D) theories were as follows.

1. Conducting Research and Information Collecting.

The researcher was to find out the learners’ need by interviewing vocational school teachers and distributing questionnaires for the tenth grade students of SMK BOPKRI 1 Yogyakarta. In Educational Research and Development (R & D) theory, there were two kinds of information that should be collected in this research, first is information about the theories and second is information about the learners. They were explained as follows.

a. Collecting Information about the Theories

In the review of literature, the researcher was to find out references and information as the basis for this research by conducting library research. Here, the researcher studied KTSP (Kurikulum Tingkat Satuan Pendidikan) since the indicators were used to design a set of instructional reading materials. Moreover, the researcher collected the information from book sources and theses. In accordance with this research, the researcher tried to collect the theories related to the tenth grade students of SMK BOPKRI 1 Yogyakarta, reading work of literature and Interactive Models theories.

b. Collecting Information about the Learners

In order to find out the learners’ needs, the researcher used questionnaires and interview. Here, the researcher distributed

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questionnaires for the tenth grade students of SMK BOPKRI 1Yogyakarta. Moreover, the researcher needed support and opinion from other resources. Therefore, the researcher interviewed two English teachers of SMK BOPKRI 1 Yogyakarta to obtain the information. The researcher carried out informal interview with the respondents. Therefore, the researcher was able to determine and design the reading materials that were appropriate for teaching reading through Interactive Models.

2. Conducting Planning

The researcher was to make a syllabus and develop materials based on the information collected in the previous step. Moreover, the researcher intended to develop instructional reading materials using Interactive Models as the strategy to help the students comprehend reading passages effectively. Besides, the estimation of money, manpower and time were important factors that should be considered to develop the product.

3. Developing Preliminary Form of Product

The researcher developed the instructional reading materials based on Interactive models. In addition, the researcher also made the syllabus and learning activities that were used in many reading topics. After collecting the information from the interview and questionnaire distribution, the researcher developed the reading materials based on the result of data analysis. The materials contained many interesting passages and dialogs that were suitable for the tenth grade students of SMK BOPKRI 1 Yogyakarta to stimulate students’ interest to read the passages.

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However, the most important thing was the design of reading materials were based on Interactive models.

4. Conducting Preliminary Field Testing

Here, the second type of questionnaires was distributed for the second time for two English teachers of SMK BOPKRI 1 Yogyakarta, one English teacher of SMK N 4 Klaten and two English lecturers of Sanata Dharma University. Therefore, the data gathered from the questionnaires were to be analyzed, and then the data were used to revise and improve the designed materials.

5. Presenting Main Product Revision

After gathering the result from the Preliminary Field Test and Product Revision Step, the researcher revised the designed materials. The last revised of the designed materials were presented as the last version of the reading materials.

B. Research Participants

In conducting the study, the researcher needed some respondents. There were two groups of respondents in this research. The first respondents were the tenth grade students of SMK BOPKRI 1 Yogyakarta. The second respondents were two English teachers of SMK BOPKRI 1 Yogyakarta, one English teacher of SMK N 4 Klaten and two English lecturers of Sanata Dharma University.

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1. Conducting Research and Information Collecting

The respondents of the interview were English teachers in SMK BOPKRI 1 Yogyakarta since they usually use some strategies in teaching learning especially in reading class. Here, the researcher was to obtain information about teachers’ strategies that had been done so far. In addition, the researcher distributed questionnaires for the tenth grade of SMK BOPKRI 1 Yogyakarta. The reason for choosing the tenth grade students of SMK BOPKRI 1 Yogyakarta was that the students of that age came to their critical age to learn. In other words, the students start to think of something in a critical way.

2. Conducting Preliminary Field Testing

In this step, the respondents were two English teachers of SMK BOPKRI 1 Yogyakarta, one English teacher of SMK N 4 Klaten, and two English lecturers of Sanata Dharma University since they experienced in making such materials very often. Therefore, they were able to decide the appropriate learning materials for the students.

C. Research Instruments

There were two kinds of instruments to be used to obtain the data in this research, first was interviews and the second was questionnaires.

1. Interviews

According to Ary et al (1979: 175), there were two types of interviews. The first was structured interviews and the second was

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unstructured interviews. Here, the researcher chose the second one since the answer needed will be in the form of information about the respondents’ views, opinions, and attitudes. Moreover, this interview was done informally.

The purpose of this interview was to obtain information about the students’ interests, needs, and lacks. The interview was done by interviewing two English teachers of SMK BOPKRI 1 Yogyakarta.

2. Questionnaires

There were two types of questionnaires (Ary et al.: 1979) namely structured or closed form and unstructured or open form. The closed form items were used to help the respondents fill the questionnaires easier since the answers of the questions were available. The open form items were used to get more information from the respondents because they were permitted to answer freely. Here the researcher chose semi structured form items since the respondents were allowed to choose more than one answer.

After designing the materials, the second questionnaire was distributed for the second time in a form of closed-ended question. The questionnaires were for two English teachers of SMK BOPKRI 1 Yogyakarta and one English teacher of SMK N 4 Klaten. The result of the questionnaires was to evaluate the designed materials whether the designed materials were appropriate for students’ need or not.

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D. Data Gathering Techniques

There were several steps to find out the learners’ need for designing the materials. First, the researcher distributed the questionnaires for the tenth grade students in SMK BOPKRI 1 Yogyakarta. The questionnaires contained several questions related to their interest and difficulties in learning reading subjects. The purpose of distributing the questionnaires was that the researcher knew the problem emerge in learning reading subject. The researcher asked the students several questions about how they learned English especially reading, and their difficulty in understanding passages for knowing that there were problems in reading subject. Therefore, the researcher knew how to overcome the problem.

Second, the researcher interviewed vocational school English teachers in which the content is about the teachers’ difficulties in teaching particularly in teaching reading. Learning from teachers’ experience was valuable to know the reality happen in teaching-learning process. Therefore, through the distribution of questionnaires and interview, the researcher knew the weakness and strength in teaching reading and the reason why the students mostly had difficulties in learning reading subjects.

The next step was Preliminary field testing questionnaires. The data gathered from questionnaires and interviews were analyzed. The results of the data were used as the source of basis to design the instructional materials.

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Therefore, the researcher was able to design appropriate materials for students’ needs.

E. Data Analysis Techniques

According to Bogdan and Biklen (1982:145), data analysis was the process of searching and organizing the accumulated data in order to increase our understanding of the data and to enable us to present the findings to others. In this research, the research collected the data by interviewing two English teachers of SMK BOPKRI 1 Yogyakarta and distributing questionnaires for the tenth grade students of SMK BOPKRI 1 Yogyakarta. Several steps that were done in data analysis were as follows.

1. Interview

The researcher conducted an interview with the teachers concerning about the difficulties in teaching reading subjects. The information obtained from the teachers through teachers’ answer then was used as a basis for designing the instructional materials.

2. Questionnaire

In this research, the data gathered from the questionnaires represented the students’ need, interest and lacks toward reading subjects. The researcher used closed-ended question type of questionnaires since the answer were already available, therefore, the answer were able to be counted easily. For instance, the researcher asked the students whether they have any difficulty in reading subject or not. For about 40 % of the

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students answered no and 60 % of the students answered yes. The percentage showed that most of the students have any difficulty in reading subject. Then the 60% are to be used as a basis to design the materials. Here, the researcher tried to design materials that make the students understand passages, dialogs, effectively. Then, the results of questionnaires were used to design appropriate materials for students.

Next, the data collected from the questionnaires were counted. The researcher used descriptive statistics for analyzing the data. One of the ways to count the data was by using Central Tendency formulation. Central Tendency was the tendency of a set of numbers to cluster around a particular value. Here, the researcher used Mean, Median, and Mode.

The mode, median, and mean were derived from the analysis of the data from the evaluation questionnaires. Students’ answers were counted to find the average values of the questionnaires as a basic of students’ needs. The assessment of the respondents’ opinion of the designed materials used five points of agreement:

Table 3.1 The presentation of assessing respondents’ opinion using Likert Scale

The data were presented in the form of table as follows.

Points of Agreement Meaning

4 Strongly agree

3 Agree

2 Disagree

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Table 3.2 The presentation of teachers’ opinion about the designed materials

No. Question 1 2 3 4

1. 2. 3.

The data resulted were presented as follows.

Table 3.3 The format of the presentation of product evaluation results No Respondents’ Opinion Central Tendency

N Mn

Note: N : The number of the respondents

Mn : Mean, indicated the central tendency of the respondents Mdn : Median, indicated the middle point of the gathered data

Md : Mode, indicated the value in a distribution that occurs most frequently

The results of the analyzed questionnaires were used to evaluate and revise materials designed. In the questionnaires for evaluation, the data analyzed to find out the mode, median, and mean. Mode is the value in a distribution that occurs most frequently. Median is the score that is at the centre of the distribution after the data are arranged in a rank order. The

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47 Second

Arrange these jumbled letters into a meaningful words and apply the word in a sentence

1. r-o-d-e-r: 2. r-u-c-h-e-s-a-p: 3. m-o-p-c-a-n-y: 4. t-r-e-l-e-t: 5. d-e-n-s: 6. t-o-c-s

www.clipart.com

--- Good Luck ---

Date: November 27, 2010

To: Ms. Catherine Smith Book company

Hayam Wuruk Street 20 Jakarta, 66677

Order: Purchase six boxes of books

Glossary

Order: pesanan Purchase: membeli Cost: biaya

Send; megirim

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ANSWER KEY UNIT 1

I. Let’s Begin (Answer may vary) II. Let’s Practice

A. 1. e.g.: 2. Know, 3. O’clock, 4. Hundreds, 5. Know, 6. Time table, 7. Excuse, 8.

Have, 9.you, 10. Look, 11. Ask, 12. Mean, 13. Looking, so, name.

2. 1. Introducing people

2. They are talking about finding a room to study

3. 1. Because it was his first day at school

2. Bussines Studies was Indra’s first class 3. it was in room 316

4. no, they weren’t

5. the student was nice and helpful. She asked Indra to find the room together.

B. 3, 2, 1, 4, 5

C. 1. Happy, 2. My, 3. University, 4. Boutique. III. Let’s finish the lesson (Answer may vary)

UNIT 2

I. Let’s Begin II. Let’s Practice

A. 1. Window, 2. Comfortable, 3. The, 4. About, 5.a, 6.I, 7.colorful, 8.a, 9.between, 10.left, 11.a, 12.one, 13.top, 14.the, 15.one, 16.and, 17.am, 18.miss

1. (Questions and answer)

1. This letter describes about Kelly’s house 2. The writer is Kelly

3. She feels comfort and happy

4. Garage, living room with one sofa and three armchairs, one table, two bedrooms, one bathroom and one kitchen.

5. I think that place is very comfortable

6. Yes, I will because the atmosphere seems very comfortable. 2. 1.a, 2.b, 3.c, 4.f, 5.d, 6…, 7.e.

B. 1.B, 2.E, 3.D, 4.F, 5.G, 6.A, 7.C

C. A. keeping, B. building, C. entrance, D. wall, E. surface, F. flat, G. covered

III. Let’s finish the lesson

Across Down

1.Leg 3.excuse 7.no 9.minute 12.dry 13.cqr 14.eye 15.is 16.trouble 17.UK

1.lend 2.go 4.course 5.sleep 6.speak 8.or 10.IC 11.nail

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UNIT 3

I. Let’s Begin (answer may vary)

II. Let’s Practice

A. 1.is, 2.the, 3.arrives, 4.floor, 5.upstairs, 6.beautiful, 7.my, 8.decides. 9.her, 10.decides

1. a. no, she doesn’t because her motorcycle is borrowed by her neighbour

b.because she has been invited to her friend’s party c.she goes by taxi

d.her purse has gone/lost

2. 1.is, 2.the, 3.arrives, 4.floor, 5.upstairs, 6.beautiful, 7.my, 8.decides. 9.her, 10.decides

3. Unlucky day (answer may vary)

B. Read the story

1. Find missing letters

2.you, 3.potatoes, 4.one, 5.that, 6.would, 7.like, 8.ounces, 9.that,

10.green, 11.other, 12.set, 13. Vegetables, 14.them, 15.potatoes

2. 1.c, 2.c, 3.a. 4.a, 5.b

3. Basket, salt, cheese, tomato, onion

C. 1.one hundred dollars 2.twenty cents

3.two dollar and twenty five cents 4.one thousand dollars

5.one dollar and twenty cents 6.seventy five cents

7.one hundred and sixty five dollars 8.ten dollars and thirty five cents 9.eight dollars and forty cents 10.ninety nine dollars and ten cents

III.Let’s Finish the Lesson

ACROSS DOWN

1.children 5.no 6.my 7.ton 11.hip 13.round 14.all 15.or 16.pardon 19.on 20.scientist

1.camera 2.in 3.lot 4.ran 8.old 10.but 11.hard 12.planet 15.or 16.Poe 17.ann 18.as

UNIT 4

I. Let’s Begin (answer may vary)

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A. 1.g, 2.b, 3.a, 4.f, 5.d, 6.e, 7.m, 8.n, 9.c, 10.h, 11.i, 12.o, 13.j, 14.k, 15.l, 16.p

1.1.the topic is about disagreement, 2.they are talking about the

disagreement about a plan to go camping on weekend

2. 1.T, 2.F, 3.F, 4.T, 5.F

B. 1.go, 2.afraid, 3.will, 4. About, 5.tell, 6.all, 7.promise, 8.long, 9.longer, 10.careful

C. 1. We plan to go camping for three days

2. My mother does not allow me to go camping 3. I will have an exam next week

4. the place is very beautiful

5. the teacher should ask a permission from our parents

D. The correct sentences taken from the picture are 1, 2, 5, 7, 8, 9 1.window, 2.allow, 3.outside, 4.trees, 5.playing, 6.crowded, 7.bright, 8.short, 9.mountain, 10.umbrella

III. Let’s Finish the Lesson (answer may vary)

UNIT 5

I. Let’s Begin (game)

II. Let’s Practice

A. (reasons may vary)

B. 1.am, 2.editor, 3.heard, 4.YES, 5.good, 6.an, 7.your, 8.right, 9.but, 10.like, 11.you, 12.about, 13.is, 14.certainly, 15.are, 16.am, 17.got, 18.something, 19.for, 20.is

1. 1. Cathy meets John outside the office

2.she is going there because she has an appointment with Mr. Scott 3.Mr. Scott is the editor of YES magazine

4. her appointment is at 11.30 5.Catherine with C

6.Ronaldo is a football player 7. yes, he did

8. he wants cathy to write story about Michael Jackson 9. yes, she does

10. yes, she does because she chooses to be a writer

2. 1.F, 2.T, 3.F, 4.T, 5.F, 6.F, 7.T, 8.F

3. Answer may vary

III. 1. A writer

2. They are good friend 3. No, she hasn’t

4. Michael Jackson is a singer UNIT 6

I. Let’s Begin (answer may vary)

II. Let’s Practice

A. 2.memo, 3.they, 4.more, 5.salutation, 6.letters, 7.written, 8.purposed,

(5)

1.memo is type of communication commonly used in business 2. memo require specific information and does not need a closure

statement where as a letter should.

3. one up to four sentences 4. no, it should not

5. memo is used as a written reminder or to convey a short purposed or

some basic information

B. 1.F, 2.F, 3.T, 4.T

C. For Mr. Smith

From Ms. Cathy

Message: she will be in your office between 3 and 4 this afternoon to

talk about clothing order next month

Taken by: Indra

III.Let’s Finish the Lesson (game) UNIT 7

I. Let’s Begin (answer may vary)

II. Let’s Practice

A. 1.qualified, 2.discuss, 3.an 1.Anna Mc Donald

2. the application letter is sent to 111 Mawar Street, Jakarta 22233 3. accountant

4. the applicant gets the information from Kompas Daily News 5. No, she doesn’t.

B. 1.b, 2.d, 3.c, 4.a, 5.e, 6.g, 7.f, 8.i, 9.h, 10.l, 11.k, 12.j 1.b, 2.d, 3.d, 4.b, 5.b, 6.c, 7.c, 8.c, 9.b, 10.c

C. d,a,b,c,f,e

D. years, in, graduate, graduate, easy, working, with, later

E. located, for, for, the, years, in, interpersonal, in, written, with, later

III. Let’s Finish the Lesson (answer may vary)

UNIT 8

I. Let’s Begin (answer may vary)

II. Let’s Practice

A. 1.A, 2.C, 3.A 1.Dr. White

2.the order letter is sent to Book Agency, Gejayan Street 19, Yogyakarta

55281

3.1000 copies of World Wide Dictionary

4.the book costs $137.50

5.the order letter is sent on November 28, 2010 6.Dr. White is the Principal of City College 7. enclose=attach

8.’you’ refers to Mr. Bayu

B. 1.A, 2.B, 3.B, 4.C, 5.B

A.street, B.talk, C.printed, D.typed, E.letter, F.end, G.written,

(6)

III. Let’s Finish the Lesson

order (Mr. Black orders 1000 copies of Ensiclopedia)

purchase (he purchased a lot of stuffs for his company yesterday) company (Cate works in a very big company)

teller (My mother works as a teller in a bank) send (I would like to send you my story) cost (the computer costs very expensive)

English instructional reading materials using interactive models for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

Sand and Stone

A story tells that two friends were walking through the desert. During some

point of the journey they had an argument, and one friend slapped the other one

in the face. The one who got slapped was hurt, but without saying anything,

wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE

FACE."

They kept on walking until they found an oasis, where they decided to take a

bath. The one, who had been slapped, got stuck in the mire and started

drowning, but the friend saved him. After the friend recovered from the near

drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY

LIFE."

The friend who had slapped and saved his best friend asked him, "After I hurt

you, you wrote in the sand and now, you write on a stone, why?"

The other friend replied: "When someone hurts us, we should write it down in

sand where winds of forgiveness can erase it away. But, when someone does

something good for us, we must engrave it in stone where no wind can ever erase

it."

LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE

YOUR BENEFITS IN STONE

(UNKNOWN)

I dedicate this thesis to God,

my family,

my boyfriend,

and for my friends

LIST OF APPENDICES

CHAPTER I

--- Good Luck ---

Glossary

Parts

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ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS OF SMK BOPKRI 1 YOGYAKARTA A THESIS Presented as Partial Fulfilme nt of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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