A set of english supplementary reading materials using intermediate level novels for the eleventh grade students in SMA Tiga Maret Yogyakarta - USD Repository

  

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING

  

INTERMEDIATE LEVEL NOVELS FOR THE ELEVENTH GRADE

STUDENTS IN SMA TIGA MARET YOGYAKARTA

A THESIS

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

  

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING

  

INTERMEDIATE LEVEL NOVELS FOR THE ELEVENTH GRADE

STUDENTS IN SMA TIGA MARET

A THESIS

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

  

A Thesis on

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING

  

INTERMEDIATE LEVEL NOVELS TO THE ELEVENTH GRADE

STUDENTS IN TIGA MARET SENIOR HIGH SCHOOL

By

PAULINA ERAWATI PARAMITA

  

Student Number: 05 1214 144

  

A Thesis on

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING

  

INTERMEDIATE LEVEL NOVELS TO THE ELEVENTH GRADE

STUDENTS IN TIGA MARET SENIOR HIGH SCHOOL

By

PAULINA ERAWATI PARAMITA

  

Student Number: 05 1214 144

Defended before the Board of Examiners

on 15 January 2010

and Declared Acceptable

  

And in the end, it's not the years in

your life that count. It's the life in

your years.

  

Abraham Lincoln

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and bibliography, as a scientific paper should.

  Yogyakarta, January 15, 2010 The Writer

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Paulina Erawati Paramita Nomor Mahasiswa : 051214144

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Sanata Dharma karya ilmiah saya yang berjudul:

  

A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS

USING INTERMEDIATE LEVEL NOVELS FOR THE ELEVENTH

GRADE STUDENTS IN SMA TIGA MARET YOGYAKARTA

  

ABSTRACT

  Paramita, Paulina Erawati. 2009. A Set of English Supplementary Reading Materials

  

Using Intermediate Level Novels to the Eleventh Grade Students in Tiga Maret

Senior High School, Yogyakarta.

  Yogyakarta: English Language Education, Department of Language and Arts Education, Faculty of Teachers Training and Education. Sanata Dharma University.

  This study was conducted to design a set of English supplementary reading materials using intermediate level novels to the eleventh grade students in Tiga Maret Senior High School, Yogyakarta. The purpose of this design was “to respond to the

  

meaning and rhetorical way of written text essay accurately, fluently and acceptable

in daily life context and to access knowledge in the forms text of report, narrative and

analytical exposition”.

  There were two problems considered in this study. The first problem dealt with how a set of English supplementary reading materials using intermediate level novels for the second grade students of Senior High School, Yogyakarta, was designed. The second problem dealt with what the designed set of materials would look like. and acceptable. The writer hopes that this designed set of materials can give many benefits and be useful to improve the students’ skills, especially in reading.

  

ABSTRAK

  Paramita, Paulina Erawati. 2009. A Set of English Supplementary Reading Materials

  

Using Intermediate Level Novels to the Eleventh Grade Students in SMA Tiga Maret,

Yogyakarta.

  Yogyakarta: Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma. Studi ini dilaksanakan untuk menyusun seperangkat materi tambahan bacaan bahasa Inggris yang menggunakan novel level menengah bagi siswa kelas dua SMA

  Tiga Maret, Yogyakarta. Tujuan penulisan materi ini adalah untuk “merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition”.

  Ada dua permasalahan yang perlu dipertimbangkan dalam studi ini. Masalah yang pertama berkaitan dengan bagaimana seperangkat materi tambahan bacaan bahasa Inggris yang mengunakan novel level menengah bagi siswa kelas dua SMA Tiga Maret, Yogyakarta disusun. Masalah kedua berkaitan dengan bentuk seperangkat materi tersebut.

  Penulis mengadakan dua survei untuk memecahkan kedua masalah diatas. ini bagus dan layak. Penulis berharap materi ini dapat memberikan banyak manfaat dan berguna untuk meningkatkan keterampilan bahasa Inggris siswa, terutama dalam hal membaca.

  

ACKNOWLEDGEMENTS

  First of all, I would like to praise our Lord, Jesus Christ, the only God I believe and mother Mary, for such endless love and blessings in my life for which I can study at Sanata Dharma University and finish my thesis.

  My sincere gratitude goes to Drs. Y.B. Gunawan, M.A., my major sponsor, for his patience, support, encouragement, guidance and contribution of ideas in finishing my thesis.

  I would like to give thanks to Laurentia Sumarni, S.Pd., my academic sponsor, for her guidance during the whole semester I passed in PBI study program. I would also like to thank all PBI lecturers, especially Yuseva Aryani Iswandari,

  

S.Pd., M.Ed., for her willingness to be my respondent. Furthermore, I thank them all

  for giving me such valuable knowledge so that I can be a better person. Besides, I am

  My special thanks go to my beloved Destian Ananta Wijanarko PBI 05 for his love and loyalty. I thank him for his support and help in designing the materials using pictures, our wonderful times, great experiences, happiness, sadness and everything I never had before make me eventually grow more mature.

  Likewise, I would like to say thanks to my best friends Patricia Josephine

  

PBI 05, who has been sincerely willing to correct and check my grammar in writing

  the thesis, and Anis Nariswari PBI 05 who always supports and helps me when I face some problems in learning English. I thank them for being my best friends during my study. I thank them for such wonderful times we have made together. I will not forget every single thing we have done together.

  The same acknowledgement goes to my play performance partners “Jack and

  

the Submission”, and also my partners from SPD “Saboo Technical Center” and

PPL II + KKN “Kaliurang”.

  

TABLE OF CONTENTS

PAGES

  TITLE PAGE ............................................................................................................. i APPROVAL PAGES ............................................................................................... ii PAGE OF DEDICATION ....................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ......................................................... v ABSTRACT ............................................................................................................. vi

  ABSTRAK

  ................................................................................................................ viii ACKNOWLEDGEMENTS ................................................................................... x TABLE OF CONTENTS ........................................................................................ xii LIST OF TABLES ................................................................................................. xvi

  c. Conclusion ......................................................................................... 17

  2. The Teaching of Reading .......................................................................... 17

  a. The Nature of Reading ....................................................................... 18

  b. The Important Aspect of Reading ..................................................... 18

  c. Models of Reading Processes .............................................................. 19 (1) Bottom-up models ................................................................. 19 (2) Top-down Models .................................................................. 20 (3) Interactive Models ............................................................... 21

  d. Teaching Reading Skill ..................................................................... 23

  a. Pre-reading Activities ......................................................... 23

  b. While-reading Activities ..................................................... 25

  c. Post-reading Activities ........................................................ 26

  e. Conclusion ............................................................................................ 27

  CHAPTER IV. RESULTS AND DISCUSSION ..................................................... 53 A. The Elaboration of the Steps in Designing the Materials ................................ 53

  1. Conducting a Needs Survey ............................................................................. 54

  a. The result of Questionnaire for the students ............................................... 54

  b. The results of an Informal Interview with the Teacher .............................. 56

  2. Determining Goals, topics, and general purposes ............................................ 56

  3. Learner Characteristics ...................................................................................... 58

  4. Formulating Specific Instructional Objectives ................................................ 59

  5. Listing Subject Contents ................................................................................. 63

  6. Selecting Teaching and Learning Activities ..................................................... 65

  CHAPTER V. CONCLUSIONS AND SUGGESTIONS ........................................ 76 A. Conclusions........................................................................................................ 76 B. Suggestions........................................................................................................ 78 BIBLIOGRAPHY ..................................................................................................... 81

  

LIST OF TABLES

PAGES

  Table 2.1: Students’ Competence .............................................................................. 35 Table 3.1: Respondents of the Survey Study ............................................................ 48 Table 3.2: Descriptive Statistics of the Respondents ................................................ 51 The Topic and the Title of the Novel .........................................................

  57 Table 4.3:

Table 4.4 The Indicators ............................................................................................. 59

  Table 4.6: The Description of the Respondents ......................................................... 67 Table 4.7: The Descriptive Statistic of the Respondents’ Opinion on

  

LIST OF FIGURES

PAGES

  Figure 2.1: Kemp’s Model of Instructional Development ........................................ 11 Figure 2.2: Yalden Language Program Development ................................................. 17 Figure 2.3: Reading Process ........................................................................................ 19 Figure 2.4: Bottom-Up Model ................................................................................... 20 Figure 2.5: Top-Down Model ................................................................................... 21 Figure 2.6: Interactive Approach to reading .............................................................. 22 Figure 2.7: The Framework for Designing the Materials ............................................ 41

LIST OF APPENDICES PAGES

  Appendix 1:

  Surat Ijin Mengadakan Penelitian dari Universitas Sanata Dharma

  ......................................................... 83 Appendix 2:

  Surat Keterangan Telah Mengadakan Penelitian di SMA Tiga Maret Yogyakarta

  ......................................... 84 Appendix 3A: The Result of the Questionnaires for the Need Analysis .......................................................................... 85 Appendix 3B: The Result of an Informal Interview with an English Teacher of

CHAPTER I INTRODUCTION This chapter consists of six main parts. The first part is the background of the

  study. It will explain about the function of English in general and the study that the writer wants to discuss. The second part is the problem formulation. It will explain about some problems that the writer formulates. The third part is the problem limitation. It will explain about the focus of the study in relation to the problems that have been formulated. The fourth part is the objectives of the study. It will explain about the expected outcomes of the study concerning with the research questions. The

  2 mostly written in English. Therefore, one who is able to read and comprehend those books is one step ahead than one who is not.

  Realizing the situation and the need that appear in Indonesia nowadays, the government tries to do some improvements toward the field of education. One of the examples in education is by reading comprehension. Reading comprehension gets more attention and is put as the first priority in learning English. We can see in the curriculum that reading skill gets the most time allotment. All of the facts stated above make us see how important reading skills, especially reading comprehension, are. As Bright and Mc Gregor say: (1973: 52)

  Only by reading can the pupil acquire the speed and skill he will

  3 learn. Based on Curriculum 2006 in reading skill, it is said that “to understand the meaning of short written functional text and simple essay in the forms of report, narrative and analytical exposition in daily life context and to access knowledge”.

  The teacher has to create an interesting English learning in order that the students will pay much attention on it. The most important thing in learning English is that teacher has to avoid boring situation for the students.

  One activity which can avoid such boring situation is reading a novel. The teacher may create an interesting way in learning reading material. It is not difficult to teach reading using a novel. The teacher can ask the students to read the novel

  4 understand, and interesting. Asking the students to read an intermediate level novel make them feel curious and it stimulates them to read more and more.

  The writer chose the eleventh grade students in designing the materials because the materials itself very suitable to them, not to difficult and not to easy. The writer also chose SMA Tiga Maret because based on the survey, that high school is lack of reading comprehension and it needs to be improved.

B. Problem Formulation

  Considering the background presented above, the writer then formulates some problems in this study as follows:

  5 The teacher has to teach materials as interesting as possible. This study will limit the discussion on how to design a set of English reading material for the eleventh grade of Senior High School students using intermediate level novels and what the application of the method for English reading material look like. This study will create a new design in learning reading material. Therefore, it can help the students to reach the goal in the learning activity.

D. Objectives of the Study

  The objectives of the study can be formulated as follows:

  1. To design a set of English supplementary reading materials for the eleventh

  6 resource of interesting teaching strategy in order that they can stimulate the students in reading and finding the meaning of a text using intermediate level novels.

  2. The students This study is created in order to help the students learn better. By teaching using intermediate level novels, the students are hoped to be able to improve their

  English competence. The students can join the class with a lot of fun and interesting materials.

  3. Further studies Further studies are also needed because the set of design reading materials using intermediate level novels still need to be reconstructed, evaluated, and

  7 wants to be able to read fluently must develop their reading skill with a lot of practice every time.

  2. Supplementary reading materials In this study the adjective supplementary means provided in addition to something else in order to improve or complete it. Then, supplementary reading materials are a new set of additional reading materials. The materials are designed to the eleventh grade students of Tiga Maret Senior High School. Supplementary reading materials have a function as additional materials to complete, improve or perhaps replace the materials which are used in the school.

  8

  4. The eleventh grade students in Tiga Maret Senior High School The subject in this study is the eleventh grade students in Tiga Maret Senior

  High School. The total of the eleventh grade students in one class is about 23 students. Tiga Maret Senior High School is located in Jl. Affandi, Yogyakarta.

  9 CHAPTER II

  REVIEW OF RELATED LITERATURE This chapter primarily discusses some theories underlying this study.

  Systematically, there are two major points of discussion. The first one deals with the theoretical description that covers three main points, namely the instructional design, the theories related to reading and reading works of literature, and School Based Curriculum for Senior high School. In the second part, the writer would like to describe the theoretical framework employed in designing reading materials using intermediate level novels to the eleventh grade students in Tiga Maret Senior High

  10

1. Instructional Material Design Models

  There are two instructional design models that will support the design of reading materials using intermediate level novels. They are Jerold A. Kemp’s model and Yalden’s model.

a. Kemp’s Instructional Materials Design Model

  Kemp states that instructional process is complex. Many interrelated parts and functions that must operate in a coherent manner in order to achieve success compose the instructional process. What is expected in this process is the improvement of the

  11 Goals,

  Topics,

and

General

  Evaluation Learner Characteristic Support

  Learning Revise Services Objective

  12

  1. Goals, Topics, and General Purposes In this study, goals are the bases of all educational programs, which can be derived from three sources – society, students, and subject areas (Kemp, 1977:14).

  Topics, which become the scope of the course or program, are usually sequenced according to a logical organization, from simple or concrete levels to complex and more abstract levels (Kemp, 1977: 15).

  2. Learner Characteristics In this study, Kemp states that to serve both group and individual means that teacher must obtain some information about the students’ capabilities, needs, and

  13 specific knowledge (facts and information), skills (step by step procedures, condition, and requirements), and behavioral factors of any topic (Kemp, 1977: 44).

  5. Pre-Assessment In this study, Pre-Assessment is carried out in order to plan learning activities for which students are prepared, and at the same time to ensure that the students do not waste their time on the things they have already known. There are two kinds of test in this step. They are prerequisite testing and pre-testing (Kemp, 1977: 51).

  6. Teaching learning activities and resources

  14

  8. Evaluation The designer makes evaluation of students’ learning. Evaluation is needed to control and decide the results of the design that have been constructed. The teachers are ready to measure the learning outcomes relating to the objectives that indicate what the evaluation should be. By stating them clearly, teachers have assured measuring directly what they are teaching (Kemp, 1977: 91).

  According to Kemp, a plan is flexible. There is interdependency among the eight elements; decision relating to one may affect others. The planers may begin any step and then move back and forth to the other steps. The sequence and order are the

  15 understanding of the students before the program commences, which enables the designer to set realistic and acceptable purposes (Yalden 1987: 101).

  Stage 2: The Description of the Purposes

  The second stage describes the purpose of the program which can be carried out when the needs survey is finished or at least still in progress. This stage is significant in establishing the foundation for the major decision, when the designer is working out the next stage, namely the selection of the syllabus type (Yalden 1987: 105).

  16 the content of the syllabus. This will cover several components, such as; topic, communication functions, variety of language and grammar (Yalden, 1987: 138).

  Stage 5: The Pedagogical Syllabus

  Yalden explains that the designer is supposed to develop teaching, learning and testing (pedagogical syllabus). Therefore, teaching materials should be prepared and testing sequence and decision on testing instruments must also be developed. Moreover, a stock of words and phrases suitable to the topics in the program is

  17 design of the course. If there are any difference, revision of the materials and teaching approaches must be carried out. (Yalden, 1987: 96) The following figure explains those seven steps in a systematic

  

Need Description Selection, Production Production of Development, Evaluation

Analysis of Purpose Development of a proto- a pedagogical implementation of Syllabus syllabus syllabus of classroom Figure 2.2: Language Program Development (Yalden, 1987: 88).

c. Conclusion

  18 English is required. By having good reading skills, learners will make greater progress and development in all other areas of learning. The following explanation deals with the nature of reading, the important aspect of reading, the models of reading process and teaching reading skills.

a. The Nature of Reading

  Reading can be viewed from three points, namely materials, products, and process. On the basis of materials, reading is an activity of decoding the information from the author by the reader. As a product, reading affects information getting. It means that the more a reader reads the more information he/she gets. Reading is

  19 Only by reading a pupil can get the skill that he needs to practice and achieve the goal after leaving school. It is impossible that in our literate society reading does not require an ability to read. Professional competence depends on it. (Bright and Mc Gregor 1973: 52)

c. Models of Reading Process

  There are three models of reading processes: bottom-up, top-down, and interactive models.

  20 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 writer. When a reader comes to an unknown word, he /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 comprehension.

  Comprehension

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

  Reading begins with Reader’s background knowledge

  22 simultaneously from several knowledge sources” (Stanovich, 2000: 22). Therefore, word recognition needs to be fast and efficient, but background knowledge is the major contributor to text understanding, as in inferencing 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 passages to teach specific reading skills and strategies explicitly. Likewise, they need to be encouraged to read longer texts without an emphasis on testing their skills.

  Reader’s background knowledge

  23 Mitchell (1982: 2-3) as the writer cited from Inocentia’s thesis (2005: 18), argues that it is likely that different people read in different ways. Thus, the strategy depends on the response they make to the text. As 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, suiting it to his interests, to the materials and to his purpose, which may be 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”.

  The meaning of all theories is that readers can use whatever strategy in reading based on the time given. The reader may place their strategies in semantic

  24 writer combines the phases with the basic principles adapted from Anderson in Nunan’s book A Practice English Language Teaching (2003: 74-77). Each phase will be further explained in line with its basic principles, as follows:

  (1) Pre reading activities Pre reading activities are important as they prepare students to read a selection of material. The basic principles for pre reading activities are:

   Activate background knowledge

  25  Build a vocabulary base

  According to Anderson (1991), as cited by Nunan (2003: 74), basic vocabulary should be explicitly taught and second language readers should be taught to use context to effectively guess the meaning of less frequently used vocabulary. Thus, there are three questions to enhance vocabulary instruction: what vocabulary do the students need to know? How will they learn this vocabulary? How can a teacher best see what the students need to know and what they now know?  Set purposes and direction for teaching

  26 According to Beck et al. (1997), as cited by Bonnie and Jean (2002: 1991), one of the techniques to monitor comprehension is by questioning the author. This is because the students will engage in meaningful cognitive and metacognitive interaction with the texts and assist them in the process of constructing meaning from texts. The questions may include the following: What does the author try to say here? What is the author’s message? What is the author talking about? Does the author explain it clearly?  Teach reading strategies

  27 learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategies to skills.

  (3) Post reading activities According to Bonnie and Jean (2002: 87), post reading activities should help students do something with what they have just read in order to tighten the connection between their background knowledge and information in the text. The teacher needs to encourage them to think creatively and critically about what they have read and to apply and extend their new learning. The activities include further questioning, discussion, drama, writing music, application and outreach in the real word.

  28 How can a teacher best see what the students need to know and what they now know? The second principle is to set purpose and direction for teaching. It has the function to help the students focus their attention on what to look for as they read and help them to connect their background knowledge with new information. It can be done by asking a question about the text and they can find the answer in the text.

  The second phase in teaching reading is while reading activities. It should facilitate or enhance the students’ reading comprehension. There are three basic principles in it. The first one is teach for comprehension. It has the function to monitor comprehension by questioning the author. The question may include; what does the author try to say here? What is the author’s message? The second principle

  29

3. Reading Works of Literature

  Mc Worther as the writer cited from Maran (2005: 22) defines literature as the branch of knowledge concerns with human thought and ideas and their expression in written form. Literature focuses on the search for reasons, value and interpretation in all areas of human interest and experience. Literature, then, concentrates on analysis, subjective evaluation and interpretation of ideas expressed through literary, philosophical or artistic works. The following explanation deals with the nature of literature and the elements of novel.

a. The Nature of literature

  30

b. The Elements of Novel

  Novel describes numerous actions that contribute to a character’s development. Based on www.coolschool.ca/lor/EN10/unit6/U06L01.htm, there are some features of novel:  Theme Theme is the central idea of the story or novel. It can usually be expressed in a short statement about human nature, life, or the universe.

  The theme or the overall idea is the very general one behind the author’s

  31 come to a climax: the points at which the outcome of the conflict will be decided. A conclusion quickly follows as the story ends.  Setting Setting is the background in which the story takes place. The setting is the time and place and circumstances in which the action occurs. The setting provides a framework in which the actions occur and establishes an atmosphere in which the characters interact. There are several aspects to setting: (a) Place: This is the geographical location of the story. Since novels are lengthy, the

  32 (d) Lifestyle: This refers to the daily life of the characters. If a story takes place in a particular historical period, the lifestyle of the characters (e.g., whether they are poor farmers or residents of the court) is part of the setting.  Point of view

  Point of view is the way a story is presented or from whose perspective or mind the story is told. The story may be told from the perspective of a narrator who is not one of the characters (first person point of view) or by the characters themselves (third person point of view).

  33 Meantime, the dramatic characterization means that the author describes how the characters behave or speaks.

   Conflict Conflict, the main struggle of the plot, may be within a character, between two characters or between one or more character and some force in the environment.

c. Conclusion

  The writer used the theories on the section three. It is about reading works of

  34 The tone of a story suggests the author’s attitude. The tone of the story may be amusing, angry, or contemptuous. Characters are people in the story. The process by which an author creates a character is called characterization. There are two ways an author can characterize: direct and dramatic. Direct characterization means that the author describes the physical appearance, while dramatic characterization means that the author describes how the characters behave or speak. The last feature is conflict.

  It is the main struggle of the plot, may be within a character, between two characters or more.

4. English Curriculum

  35 Furthermore, the standard competence for the eleventh grade of Senior High School according to School Based Curriculum refers to:

  The ability to understand and create various short functional text and monolog included essay in the forms text of procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The materials use of vocabulary, structure, and rhetoric steps (2006: 308).

  The students’ competence will be explained in details as follows:

  36 The Skills The Students’ Competences Reading To express the meaning and rhetorical way accurately, fluently and acceptable to access the knowledge by using various kind of written language in daily life context in the text forms of report, narrative and analytical exposition.

  Writing To express the meaning in the form of short written functional text (for ex: banner, poster, pamphlet etc.) in both formal and non-formal occasion by using various kind of written language accurately, fluently and acceptable in daily life context.

  The English curriculum here is School Based Curriculum according to

  37 meaning and rhetorical way accurately, fluently and acceptable to access the knowledge by using various kinds of written language in daily life context in the forms of report, narrative and analytical exposition.

B. Theoretical Framework

  In conducting the study, the writer needs to have what she is going to do in the research as its base. The writer has some steps in analyzing the study. The first step is conducting survey research by delivering questionnaire and conducting an interview. This is aimed to a clear description about what is actually needed by the learners and what have been acquired by the students. Afterwards, the writer

  38 In designing reading materials based on intermediate English level novels for the eleventh grade of Senior High School in Tiga Maret, Yogyakarta, the writer chooses Kemp’s and Yalden’s design models to be adopted as the framework. The Kemp’s model is chosen because of its feasibility to be used, effectiveness and efficiency in achieving the goals and mainly because of its flexibility. The Yalden’s model is chosen because the writer needs the first step in Yalden’s model as the need analysis.

  The other benefits are as follows:  The model can be allied in all educational levels, from elementary school up to

  39 model. For this purpose, the writer distributes questionnaires to the eleventh grade of Tiga Maret Senior High School, Yogyakarta to obtain some specific information about the needs to improve their reading ability. These results are used as the starting point in developing the materials.

2. Determining Goals, Topics, and General Purposes

  The writer adopted Kemp’s model for the second step. According to Richard (1990: 3), the goal is used as a basis for developing specific outcomes of the programs, in this case is the designed set of materials. Moreover, the topics or themes are chosen based on the necessity to achieve the goals. After determining the goal, there should be objectives to meet the achievement. Since the learning was in line

  40 This step, adopted from Kemp’s model, has the function of facilitating the achievement of each objective. There would be four parts in each unit (Setting the context, Reading the text, Responding to the text and Expansion) to replace the pre- reading activities, while reading activities and post reading activities.

6. Selecting Teaching and Learning Activities

  To enable the students to acquire reading ability based on works of literature, the resources should be prepared from novels which are appropriate and interesting for the age of the eleventh grade students of Senior High School. There also three phases in teaching reading to help the students in reading comprehension. The first is Pre-reading activities, in this part, the students are asked to answer some questions

  41 This step adopted from Kemp’s model. The designer coordinates support services, such as personnel, facilities, and schedules to carry out the instructional materials into effect. Support services must be considered effective at the same time that the instructional plans are being made and materials being selected.

8. Evaluating and Revising

  The evaluation step, which comes from Kemp’s model, is done to observe the students’ learning process, especially to learn whether the objectives are already achieved or not. It is also important to evaluate the whole design so that any necessary adjustments can be made.

  42 Figure 2.7: The Writer’s Model for Designing the Materials

  43 eleventh grade students of Senior High School in Tiga Maret, Yogyakarta, is designed. The second one is to present the designed set of materials.

  Some important points referring to the research implementation are explained in detail. The explanation includes the research methods, research participants, research instruments, data gathering techniques, data analysis techniques and research procedures.

A. Research Methods

  In this study, the writer used Research and Development method. Educational Research and Development is a process used to develop and validate educational

  44

  4. Preliminary field testing. Conducted in school. Interview, observational and questionnaire data are collected and analyzed.

  5. Main product revision. Revision of product as suggested by the preliminary field test results.

  Using this method, the writer creates the design of English reading materials using intermediate level novels. The opinions, suggestions, and evaluation would be used as the basis of revising and improving the design of reading materials. It is hoped that the reading skill using intermediate level novels would be better and beneficial for the teachers and the students in Tiga Maret Senior High School.

  45

  a) Survey to find learners’ needs (pre-design survey)

  This survey was conducted by distributing open ended questionnaires to the eleventh grade students of Tiga Maret Senior High School and by doing an informal interview with the eleventh grade English teacher of the related school. The purpose of this survey was to find out the needs of the target learners so that the writer could design the materials relevant with the target needs.

  b) Survey to obtain feed back (post-design survey)

  This survey was for materials evaluation. In this survey, the writer distributed the questionnaires for the eleventh grade students of Tiga Maret Senior High School.

  The questionnaire contains questions and alternative answers. The students will

  46 collecting; this step includes the literature review, classroom observation, and preparation of report of state of the art, this step similar to the steps adapted from Yalden’s and Kemp’s model, Conducting a needs survey and Learner characteristic.

  The next step in R and D is the Planning, this step similar to the steps adapted from Kemp’s model, Determining goals, topics, and purposes, Formulating specific instructional objectives, Listing subject contents and Selecting teaching and learning activities. The third step in R and D is Develop preliminary form of product; this step similar to the steps adapted from Kemp’s model, Support services. The fourth and the fifth steps in R and D are Preliminary field testing and Main product revision; those steps similar to the steps adapted from Kemp’s model, Evaluating and Revising.

  47

  48 their reading ability in English.

  The English teacher of the related school was also involved as the interviewee for pre-design and post-design survey. It was aimed at finding out the information about the students’ need from a teacher’s perception. Furthermore, it was assumed that she understood the real teaching situation in class on the eleventh grade students.

  Thus, her comment provided information for designing the materials.

  The English lecturers of Sanata Dharma University were also involved as the respondents for post design survey. It was aimed at finding out the respondents’ feedback about the design materials. They were also considered as inputs for revising the developed materials so that the writer could present the final version of the

  49 English

  Lecturer

C. Research Instruments

  To find out whether the proposed instructional materials for the students of the eleventh grade students Senior High School, Yogyakarta, were acceptable or not, the study instruments were needed. The types of instruments used to gain the data were as follows: 1) Interviews

  50 down so that the respondents only choose the options. In the unstructured questionnaires, the respondents were free to give their answer. In this study, there were two kinds of questionnaire. The first questionnaire was used to obtain data in the needs survey. The second questionnaire was used to gain evaluation and feedback on the designed materials (Ary et al, 1990: 424).

D. Data Gathering Techniques

  There are two steps in gathering data of this study. The first one is observation in teaching learning activities in class, in order to know about the condition of the classroom during the teaching learning activities. The second is

  51 In this research, a descriptive data analysis was chosen. To evaluate the proposed English supplementary reading materials for the eleventh grade students of GAMA Senior High School, the data were taken from the questionnaires and interviews.

  The data of the questionnaires for the students as the needs’ survey were calculated as follows: Note: N = the number of students who chose certain answer

  N X 100%

  ∑N ∑N = the total number of the students

  The survey for the designed materials evaluation used two types of

  52 1 = If the respondent strongly disagrees with the statement.

  2 = If the respondent disagrees with the statement. 3 = If the respondent is undecided or doubtful. 4 = If the respondent agrees with the statement. 5 = If the respondent strongly agrees with the statement. Then the data were all measured by central tendency. Mean: An average of all scores in a distribution. The descriptive statistics were presented in the following table:

  

Table 3.2: Descriptive Statistics of the Respondents

  53

  1. Preparing the questionnaires and interviews for the need analysis (pre-design survey).

  2. Distributing the questionnaires to two eleventh grade classes of GAMA Senior High School, Yogyakarta, for the needs survey, and conducting an interview with an English teacher of the same school.

  3. Classifying the respondents’ answer by grouping similar answers.

  4. Drawing conclusions from the data.

  5. Gathering sources from different books.

  6. Designing the materials.

  7. Conducting a survey (post-design survey) by distributing the design materials and

  54 There are four points of discussion covered in this chapter. The first is elaboration of the steps in designing the materials. The first deals with the research findings which are intended to answer the first question in the problem formulation

  

(How is a set of English supplementary reading materials using intermediate level

novels for the eleventh grade students of Senior High School designed?).