Designing instructional reading materials based on reciprocal teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang.

   

DESIGNING INSTRUCTIONAL READING MATERIALS BASED

ON RECIPROCAL TEACHING STRATEGY FOR VIII GRADE

STUDENTS OF SMP TARSISIUS VIRETA TANGERANG

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

EL. Kurnia Sulistya Dewi

Student Number: 061214085

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

DESIGNING INSTRUCTIONAL READING MATERIALS BASED

ON RECIPROCAL TEACHING STRATEGY FOR VIII GRADE

STUDENTS OF SMP TARSISIUS VIRETA TANGERANG

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

EL. Kurnia Sulistya Dewi

Student Number: 061214085

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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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 13 July 2012 The writer

EL. Kurnia Sulistya Dewi 061214085

                       

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : EL. Kurnia Sulistya Dewi

Nomor Mahasiswa : 061214085

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

DESIGNING INSTRUCTIONAL READING MATERIALS BASED ON RECIPROCAL TEACHING STRATEGY FOR VIII GRADE STUDENTS OF SMP TARSISIUS VIRETA TANGERANG

Beserta perangkat yang diperlukan (bila ada). Dengan denikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepnetingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 13 Juli 2012 Yang menyatakan

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ABSTRACT

Dewi, El Kurnia Sulistya. 2012. Designing Instructional Reading Materials Based on Recripocal Teaching Strategy for VIII Grade Students of SMP Tarsisius Vireta

Tangerang. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Reciprocal teaching is a comprehension-fostering activity which emphasizes four major strategies: summarizing, predicting, questioning, and clarifying. Each of the strategies facilitates students to get the meaning from what they read. These strategies focus on the development of the students’ self-monitoring toward their learning. Furthermore, these strategies help the students to be aware of their use of strategies to comprehend the written text.

This study was conducted to design English reading instructional materials based on reciprocal teaching strategy for the eighth grade students of SMP

Tarsisius Vireta Tangerang. This study had two research questions: 1) How are

English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang designed? And 2) What do English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang look like? To answer two questions above, the writer employed five steps of R & D cycle. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.

In order to answer the first question, the writer adapted Kemp’s instructional design models. The writer employed eight steps. The steps were: 1) Consider goals, list topics, and state general purpose for each topic; 2) List the important characteristics of the learner; 3) Specify the learning objectives in terms of behavioral outcomes; 4) List the subject content that support each objective; 5) Develop pre-assessment to determine students’ background knowledge; 6) Select teaching/learning activities and resources; 7) Choose some support services such as budget, equipment, facilities to maintain the design; 8) Evaluate students’ accomplishment to do revision and evaluation of the design in order to make improvement. Based on the result of the evaluation analysis, it was signified that the mean was ranged from 3 to 3.6 on the scale of 4. It is concluded that the designed materials’ are appropriate and acceptable for the eighth grade of SMP

Tarsisius Vireta Tangerang. In order to answer the second question, the writer

presented the final version of the designed materials after conducting some revisions based on the feedback, comments and suggestions from the post design participants. The final version of the designed materials consists of four unit and each units consists of three sections, that is, Warming Up Activity, Whilst Activity,

and Cooling Down Activity.

It is hoped that this English Reading Instructional materials encourages other researchers to conduct a further study on other aspects of this study.

ABSTRAK

Dewi, El Kurnia Sulistya. 2012. Designing Instructional Reading Materials Based on Recripocal Teaching Strategy for VIII Grade Students of SMP Tarsisius Vireta

Tangerang. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Reciprocal teaching adalah kegiatan pemahaman dan pembinaan yang

menekankan pada empat strategi utama: summarizing, predicting, questioning,

dan clarifying. Setiap strategi menjadi sarana bagi siswa untuk mendapatkan

makna dari apa yang mereka baca. Strategi ini berpusat pada pengembangan diri siswa dalam belajar mereka. Selanjutnya, strategi ini membantu siswa untuk menyadari strategi yang mereka gunakan untuk memahami sebuah tulisan.

Studi ini dilakukan untuk merancang materi pembelajaran reading berdasarkan strategi Reciprocal Teaching untuk siswa kelas delapan SMP

Tarsisius Vireta Tangerang. Studi mengemukakan dua pertanyaan: 1) Bagaimana

materi pembelajaran reading berdasarkan Reciprocal Teaching bagi siswa kelas VIII SMP Tarsisius Vireta Tangrang didesain? dan 2) Bagaimanakah bentuk materi pembelajaran reading berdasarkan strategi Reciprocal Teaching bagi kelas VIII SMP Tarsisius Vireta Tangerang? Untuk menjawab dua pertanyaan di atas, penulis menggunakan lima langkah dari metode siklus R & D. Langkah-langkahnya adalah: 1) Penelitian dan mengumpulkan informasi, 2) Perencanaan, 3) Pengembangan Bentuk awal dari Produk, 4) Pengujian awal di lapangan, dan 5) Perbaikan produk utama.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pembelajaran dari Kemp. Penulis menerapkan delapan langkah. Langkah-langkahnya adalah: 1) menentukan tujuan, topik, dan tujuan dari setiap topik, 2) menyebutkan karektristik dari peserta didik, 3) menentukan tujuan pembelajaran dalam hal hasil perilaku; 4) menentukan subjek yang mendukung setiap tujuan, 5) Mengembangkan pra-penilaian untuk menentukan tingkat pengetahuan siswa; 6) menentukan kegiatan belajar mengajar dan sumber daya; 7) menentukan beberapa sarana yang mendukung seperti anggaran, peralatan, fasilitas untuk mempertahankan desain; 8) Mengevaluasi prestasi siswa untuk melakukan revisi dan evaluasi desain dalam memperbaiki materi. Berdasarkan hasil analisis evaluasi, diperoleh rata – rata berkisar 3 sampai 3,6 pada skala 4. Dapat disimpulkan bahwa materi yang dibuat sesuai dan dapat diterima untuk kelas delapan SMP Tarsisius Vireta Tangerang. Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari materi yang dirancang setelah melakukan beberapa revisi berdasarkan masukan, komentar dan saran dari responden. Versi final dari materi yang dirancang terdiri dari empat unit dan setiap unit terdiri dari tiga bagian, yaitu, Warming Up Activity, Whilst Activity, dan Cooling Down Activity.

Diharapkan bahwa materi pembelajaran reading berdasarkan Reciprocal

Teaching dapat mendorong peneliti lain untuk mengadakan penelitian lebih jauh

tentang aspek – aspek dalam studi ini.  

         

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ACKNOWLEDGEMENTS

First of all, I would like to dedicate my gratitude to God, Jesus Christ,

for the blessing, love, and the kindness in my life so that I finally finished my thesis. I realize that all of these happened because of His Grace.

I would like to show my great thanks to my major sponsor, Ag. Hardi

Prasetyo, S.Pd., M.A., for always giving me a lot of advice and attention in the

process of finishing my thesis as well as giving detailed corrections to improve my thesis. I would like to express my gratitude to Hanandyo Darjidto, S.Pd., M.

Hum., for the time to evaluate the materials. Special appreciation also goes to all

lecturers of the English Language Education Study Program for their kindness and patience.

Next, I would like to address my gratitude to the English teacher in SMP

Tarsisius Vireta Tangerang, Yustina Iswayuningsih, S.Pd. and Rieka Puspita

M, S.Pd., for their willingness to give valuable suggestions for my designed

materials. I also address my thanks to the eight grade students for their help in filling in the questionaires.

My gratitude goes to my beloved parents, Petrus Bambang

Budiarto and Cecilia Endah Dwiwijayanti, for their love, care,

understanding, patience, and prayers. The same gratitude also addresses to my lovely sister, dik Ria, for all fascinating experiences in my life. For my Big brother, mas Tato, mas Yohan, and mas Andri, thanks for your spirits, advices,

and suggestions ☺. And for my lovely uncle, Om Vembri, thanks bro for everything.

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My special thanks go to my best friends “Superjuju”: Sinta, Meta, Tyas,

Sendhenk, Gajah, Feri and Linda for the great and wonderful friendship. I thank

them for their suport, help, care and laugh.

I never forget my magificient friends in PBI 2006: Agnes Endah, Nonok,

Aldi, kak Ven, Rita, Christin, Satrio, Vika, Lexi, bang Tander, Puput. I

thanked them for all happy and sad moments that we shared during our study in PBI. I will never forget our lovely time together.

Last but not least, I would also express my appreciation to those who have given me a hand, whom I have not mentioned.

EL. Kurnia Sulistya Dewi

 

                       

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

DEDICATION PAGE ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xvi

LIST OF FIGURES ... xvii

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Limitation ... 3

C. Problem Formulation ... 4

D. Research Objective ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Instructional Design Model ... 8

2. Theory of Reading ... 11

a.Description of Reading ... 11

b. The nature of Reading ... 11

c. The model of reading process ... 12

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1) Emotional factors ... 14

2) Intelligences and comprehension ... 15

3) Physical factor ... 15

4) Background of experience ... 15

e. The teaching reading skill ... 16

1) Pre-reading activity ... 16

2) While-reading Activity ... 17

3) Post-reading Activity ... 17

3. Cognitive Strategy Instruction ... 18

4. Reciprocal Teaching ... 19

5. Curriculum ... 21

B. Theoretical Framework ... 21

CHAPTER III. METHODOLOGY ... 25

A. Research Method ... 25

B. Research Participants ... 29

C. Research Instruments... 30

D. Data Gathering Technique ... 31

1. Pre-design study ... 31

2. Post-design study ... 31

E. Data Analysis Technique ... 32

1. Pre-design study ... 32

2. Post-design study ... 32

CHAPTER IV. RESEARCH FINDING AND DISCUSSION ... 37

A. The Materials Development ... 37

1. Conducting need survey, specifying goals, topics, and general purpose ... 38

a) The results of the interview with the English teacher ... 38 

b) The results of the questionnaire distributed   to eight grade students ... 39 

2. Determining the competency standards and the basic competencies ... 43

3. Formulating learning objectives ... 44

4. Selecting and organizing subject content ... 45

5. Selecting teaching/learning activities and resources ... 45

6. Evaluation ... 45

7. Revising the designed materials ... 46

B. The Design Materials ... 46

1.The competencies standards, the basic competencies, and the topic ... 46

2. The Indicators ... 47

3. Content of design ... 47

a. Warming Up Activity ... 48

b. Whilst Activity ... 49

c. Cooling Down Activity ... 49

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5. Determination of what to evaluate and

of what ways and means of doing ... 50

6. The Evaluation of the Designed Material ... 51

a. The result of the post-designed questionnaire ... 51

b. Participant’s comments and suggestions ... 53

7. The revision of the designed materials ... 53

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 55

A. Conclusions ... 55

B. Suggestions ... 57

REFERENCES ... 59

APPENDICES ... 61

APPENDIX A : Interview guideline, pre and post designed questionnaire ... 61

APPENDIX B : Result of Interview ... 70

APPENDIX C : Result of Pre-designed questionnaire ... 73

APPENDIX D : Syllabus ... 77

APPENDIX E : Competency Standard and Basic Competency ... 96

APPENDIX F : Indicators ... 99

APPENDIX H : Lesson Plan ... 104 APPENDIX I : The Design ... 108

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LIST OF TABLES

Table 4.1 Result of The Questionnaire Part A ... 42

Table 4.2 Result of The Questionnaire Part B ... 43

Table 4.3 The sample of the Indicators ... 44

Table 4.4 The sample of Competencies Standard and Basic Competencies ... 46

Table 4.5 The sample of the Indicators ... 47

Table 4.6 The Description of the Participants ... 51

LIST OF FIGURES

Figure 2.1 Kemp’s Instructional Design Plan ... 10 Figure 2.2 The Design Model Conducted in the study ... 24 Figure 3.1 R & D Cycle and Writer’s Cycle ... 27 Figure 3.2 The Blueprint of Description of The

Post – Design Participants ... 33 Figure 3.3 The Blueprint of Participants’ opinion

On The Design Materials ... 34

                         

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CHAPTER I

INTRODUCTION

There are several main discussions in this chapter, namely the background of the study, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

In mastering English as a second language we have to master four skills. There are reading, speaking, listening and writing.  All of the English learners should master in all of English skills especially reading. An English learner should master this skill because reading takes big part in main skills to master English. What is meant by “big part” here is that reading has big power in our life. Sometimes people will believe in something crucial if there is a written fact.

Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning (Nunan ed.2003). However, many people said that reading is a difficult skill. It is difficult because to find an idea or to start our reading is difficult. Sometimes we spare many hours only finding how to start our reading. Reading is also difficult because it involves many different elements: grammar, diction, punctuation, spelling, coherence, cohesion, and organization of idea. To avoid these problems, reading have to be taught since young. As we know, reading is one of english skills that isn’t really

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interesting for most of young learners. They aren’t really interested in reading. So, if they find difficulties in reading class, they give up.

Reading is considered difficult for learners because all language components and linguistics features like phonology, vocabulary, and grammar, are included in reading. That is one of the reasons why people have difficulties in mastering the reading skill.

The problem happens in a local context that is SMP Tarsisius Vireta

Tangerang. In personal communication with English teachers in the school, the

students are not really interested in reading. The major problem of the eighth grade students lies in the reading ability, since the activities conducted in the reading class were monotonous. The teacher gave students kind of reading texts, then the teacher asked students to read the passage and answer the comprehension questions provided. And if the students could not answer the questions, the teacher would tell the correct answer to them. That activity made students bored. They aren’t give attention to their teacher. Most of them also have less motivation in reading. Another obstacle is their impression toward English, they think that English is difficult and they are afraid of making mistakes. Hence, they become less motivated to share their opinions and asking some questions. Schunk and Zimmerman (1996:18) stated that motivation to read and learn is one of good choice for developing students’ ability in reading. Even though, there is a great divide in children’s motivation to read. Goal motivates students to exert effort and persistence, focus on relevant task features, and use strategies that will help them

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learn. It is important to know that teachers need to make some interesting materials and strategy to teach especially SMP grade VIII.

There is an urgent need to conduct a study. So, It is important for the students

of SMP Tarsisius Vireta Tangerang to be introduced to a new approach since

there is kind of handbook written for reading comprehension to determine the success in their learning. This study focuses on the reading area as previous researchers tried to develop.

From the problem before, so we can use one technique in teaching reading, thas is reciprocal teaching. Reciprocal teaching is a comprehension-fostering activity which emphasizes four major strategies, summarizing, predicting, questioning, and clarifying. Each of the strategies facilitates students to get the meaning from what they read. This strategies focus on the development of the students’ self-monitoring toward their learning. Furthermore, these strategies help the students to be aware of their used strategies to comprehend the written text.

This set of reading instructional materials is supposed to achieve the goals of the learning English in school. This set of designed materials includes activities which provide the students with more chances to practice their skill in reading and making the students able to make main ideas or give opinions to respond to what they read.

B. Problem Limitation

The focus of this study is only on the discussion of designing a set of English instructional reading materials based on Reciprocal Teaching Strategy for VIII

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grade students of SMP Tarsisius Vireta Tangerang. Therefore, this study is limited to the development of the materials and not to the implementation of the materials in classroom activities.

C. Problem Formulation

Based on the problems stated in the background, this study addresses the following questions:

1. How are English instructional reading materials based on Reciprocal Teaching Strategy for VIII grade students of SMP Tarsisius Vireta

Tangerang designed?

2. What do English instructional reading materials based on Reciprocal Teaching Strategy for VIII grade students of SMP Tarsisius Vireta

Tangerang look like?

D. Objectives of the Study

There are two main objectives proposed in this study:

1. To develop English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang

2. To present English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang

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E. Research Benefits

This study hopefully can give benefits to:

1. The eighth graders of SMP Tarsisius Vireta Tangerang

This study presents a set of English instructional reading materials based on Reciprocal Teaching Strategy for eighth grade students of SMP

Tarsisius Vireta Tangerang. It is hoped that the designed materials help

students to improve their comprehension and skills in reading. Moreover, by applying Reciprocal Teaching Strategy, students will learn how to monitor and be responsible for their own learning achievement.

2. English Teachers

The designed materials are also intended for the teachers to create an alternative strategy in teaching reading for junior high school students. In addition, this design can motivate the teachers to be more creative in designing materials in reading.

3. Other Researchers

This study is aimed to motivate the other researchers who are interested in improving reading materials. Therefore, they can use the design materials as the guidance to design other reading materials in different levels.

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F. Definition of Terms

There are several terms in this study which need to be clarified. These terms are:

1. Design

Design is the general arrangement or planning. According to Kemp (1977), design is a plan which is developed and applied in every level of education. Designing is an activity of creating a new set of materials that fits the learning objectives and specific subject area of particular learners (Hutchinson and Walters, 1994).

2. Reading Instructional Material

Dick and Reiser (1989) stated that instructional material is a set of materials which is used to deliver instructions to the learners. Designing instructional materials means developing a set of units as the focus of discussion in teaching learning process. In this study, the definition of reading instructional materials is a set of units include activities involving mostly reading which can be used by the teachers in teaching reading in teaching learning English activity in SMP Tarsisius Vireta Tangerang for the eighth graders semester 1.

3. Reading

Nunan (2003:68) stated that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.

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Reading is above all to do with the language, because in reading we meet all the components of the language such as vocabulary, grammar, and even the pronunciation. Reading is also form of communication; it becomes the base of spoken language because reading turns the collection of symbols in a piece of paper into ‘talk’, or in the case of silent reading, into an image of speech sound (Moyle, 1972:21-25)

4. Reciprocal teaching

Reciprocal teaching is a comprehension-fostering activity which emphasizes on four major strategies, summarizing, predicting, questioning, and clarifying. Each of the strategies facilitates students to get the meaning from what they read. This strategies focus on the development of the students’ self-monitoring toward their learning. Furthermore, these strategies help the students to be aware of their used strategies to comprehend the written text (Beatrice, 1990:25-26).

5. The eight Graders of SMP Tarsisius Vireta Tangerang

The eight graders student are the students of SMP Tarsisius Vireta

Tangerang who are in the 2nd level of Junior High school. SMP Tarsisius

Vireta Tangerang has five classes of the eight graders. In this study, the

target learners are students of class 8A of SMP Tarsisius Vireta

Tangerang. This class has problem as the writer said before in the

CHAPTER II

REVIEW OF LITERATURE

The two major discussions in this chapter are about the theoretical description related to the theories to the study and the theoretical framework used as the guideline in designing the materials.

A. Theoretical Description

In this part, there are descriptions on several theories supporting this study. The discussions below are the explanation of theories of instructional design models, theories of reading, reciprocal teaching and the syllabus.

1. Instructional design models

This study employs Kemp’s model. The model is explained below:

This design can be implemented at any educational level and treated as a single topic, unit, or even the whole course. It has three essential elements:

1) Objectives (what must be learned)

2) Method (what procedures and resources will work best to reach desired learning level).

3) Evaluation (how we will know if the desired learning level happens) There are eight stages of Kemp’s model. All of which are independent, however they may be rearranged depending on the need.

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Instructional design planning begins with the introduction of the board goals of the institution or school system included society, students and subjects area. After that, the designer then selects major topics within the content area that used to state the general purposes from each of the chosen topics.

2) List the important characteristics of the learner.

One of designer needed to know if they want to make a good design is characteristics of the learner. Kemp states that to serve both group or individual means that teeacher must obstain about the students’ capabilities, needs, and interests (Kemp 1977:18-19). So that, teacher can more selective when they make instructional planning including the selecting of the topics and the level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment and the variety of learning activities.

3) Specify the learning objectives in terms of behavioral outcomes. Learning objectives tell the students the goals that they should achieve in teaching and learning activity.

4) List the subject content that support each objective.

Subject content related with the objectives and students’ need. 5) Develop pre-assessment to determine students’ background

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Teacher should make pre-assessment in order to plan learning activies for the students. Not only that, teacher also can choose kind of topic based on students’ background knowledge.

6) Select teaching/learning activities and resources.

Selecting teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. Teacher should be selective when they choose a method or learning strategy and the materials.

7) Choose some support services such as budget, equipment, facilities to maintain the design.

Some support sevices should be available in order to carry out the instructional plan.

8) Evaluate students’ accomplishment to do revision and reevaluation of the design in order to make improvement.

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2. Theory of reading

a. Description of reading

Reading is above all to do with the language, because in reading we meet all the components of the language such as vocabulary, grammar, and even the pronunciation. Reading is also form of communication; it becomes the base of spoken language because reading turns the collection of symbols in a piece of paper into ‘talk’, or in the case of silent reading, into an image of speech sound (Moyle, 1972:21-25)

According to Moyle (1972: 25-27) reading also involves the recognition of the important elements of meaning in their essential relations, including accuracy and comprehension. In reading, the readers are expected not only to understand the message of the author, but to reflect upon it, assess its value by comparison with previously learned concepts and eventually to reach out imagination to new realms as result of the stimulus of the text.

b.The Nature of Reading

Reading is the forms of communication. The understanding of the total language situation and the use of language master the understanding of the process of learning to read. It is more than just a communication art, but it is as the vehicles of our thought processes. Gray (1973) said that the view of the nature of reading involves the recognition of the important elements of the meaning, including the accuracy and thoroughness in comprehension. The

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methods used in teaching bring the different effects on the students since they have different abilities and different level of comprehension.

In the process of reading, the readers make their further prediction about what will happen next reflecting to what they have already read. They confirm their prediction as they read along the next (Cohen, 1990:75). Eskey stated that reading is a continual interaction of identification skills and interpretive skills. The identification skill happens when the readers recognize the words, phrases, and grammatical signals to decode the text.

The reading process begins and ends with meaning. Therefore, the comprehension is the key of the reading process.

c. The models of Reading Processes

According to Alderson (2006:16), there are four models of reading like bottom-up model, top-down model, interactive model, and interactive-compensatory model.

1. Bottom-up model

Nunan (2003:70) stated that bottom-up model starts from lower-level reading processes and then it will increase to high lower-level. The readers start from the fundamental basics of English which are letters and sounds recognition, then move to the morpheme recognition, the word recognition, the identification of grammatical structures, sentences, and longer texts. A successful reader is a reader who is able to break down the word into smallest unit that is sounds.

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According to Gough, cited by Pehrsson and Robinson (1985:6), there are some strategies occupied by the readers in bottom-up model. They are visual (look at print), auditory (ascertain words), syntactic (synthesize words into sentences), and semantic (understand the words, sentences, and paragraphs). Bottom-up approach is supported by a phonic approach because the focus of learning is to understand each single word. According to Alderson (2000:7), bottom-up model is associated with phonics approaches since children need to identify letters before they are able to read words.

2. Top-down model

In top-down model, the readers start from the largest unit that is the whole text. In Goodman’s perception, the readers undergo some strategies in top-down model. They are semantic (predict meaning), syntactic (generate anticipated language possibilities to structure anticipated meaning), and visual combines with auditory (confirm expectations).

Since meaning construction becomes the major attention in top-down model, the background knowledge of the readers holds the important role to help the readers understand the text. According to Nunan (2003:71), in order to comprehend the text, the readers do not need to understand each single word attached. The reader may scan and search for clues to construct the meaning.

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3. Interactive model

This model combines bottom-up and top-down approaches. Eskey, cited by Simanjuntak (1988:7), stated that the interactive model of reading is based on the readers’ cognitive structure. The process starts from the identification of written form and the understanding of the structures and words attached. The understanding of the forms of the written text may assist the readers to make predictions in order to interpret the meaning of the whole text and to achieve comprehension.

4. Interactive-compensatory model

The compensatory means that the weaknesses of one area or skill may be supported by other strength on other area. When the readers do not have adequate skills to achieve this comprehension of the written text, their weakness may be supported by their background knowledge to help them understand it.

d.The factors related to comprehension

According to Cushenberry (1985: 61-63), there are four important factors related to comprehension, like emotional factors, intelligences and comprehension, physical factors, and background of experiences.

1. Emotional factors

Emotional factors concern in students emotional. Sometimes, reading material make frustration for the learner. Children who are

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depressed or hyperactive have a great amount of difficulty attending to the reading task. Teachers need to give their students like a therapy or treatment before the lesson. It also can help the students to solve their problem in reading comprehension.

2. Intelligences and comprehension

There are correlation between intelligences and reading comprehension. Teachers can give students kind of test to test reading skill. For the result is students who have below average levels of intelligences will probably find difficulties to understand the text and comprehension questions.

3. Physical factor

The reading process is very complex and includes a number of different aspects. Some physical factors influence for students’ reading ability. For example, students who have eye fusion difficulties have problems in reading and comprehending the text. 4. Background of experience

Reading is not merely pronouncing words activity. But in reading, students must be able to understand the meaning to the word. Students with little background knowledge will find difficulties to understand the comprehension text. Students need to have more experience in reading.

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e. The teaching of reading skill

According to Bonnie and Jean (2002: 85-87), there are three activities involved in reading process, namely pre-reading activity, while-reading activity, and post-reading activity.

1. Pre-reading activity

Pre-reading activity is important to help the students understand the selection. There are some activities involved in pre-reading activity: a. Active background knowledge

One of the ways which can be used to active the students’ background knowledge is by asking the students to question the topics. The teacher may also ask the students to make prediction according the reading passage.

b. Build vocabulary base

The vocabulary knowledge grows through repeated exposures (Bonnie and Jean, 2003: 63). Vocabulary can facilitate students to understand the text.

c. Set purposes and direction for reading

The aim of setting purposes is to assist the students focus their attention to what they look for and to facilitate them connecting their background knowledge to new information.

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2. While-reading Activity

One of the ways to achieve comprehension is by questioning. Questioning activity facilitate the students to relate what they are reading and what they already know.

3. Post-reading Activity

The main purpose in post-reading activity is to enhance students’ understanding about what has been read. The teacher may ask the students to think critically and creatively about what they have read and to apply the information for their new learning.

There are eight skills that will increase students understanding of what they read.

1. Recognizing definitions and examples 2. Recognizing enumerations

3. Recognizing headings and subheadings 4. Recognizing signal words

5. Recognizing main ideas in paragraphs and short selections 6. Knowing how to outline

7. Knowing how to summarize 8. Understanding graphs and tables

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3. Cognitive Strategy Instruction

Cognition deals with someone’s thinking or memory while cognitive strategy instruction is associated as a instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning (Livingstone, 1977). The purpose of this instruction is to aid the students to be more strategic, self-reliant, flexible, and productive in their learning process. The use of cognitive strategy instruction facilitates the students to develop necessary skills where it may bring the students into self-regulated learners. Furthermore, the research on the use of cognitive learning strategy in the classroom showed that it is an essential strategy for the success of learning (Najar, 1988).

The implementation of cognitive strategy has comprised content and skill areas, namely: reading, writing, science, and language learning. According to Cohen (1996:4), cognitive strategy involves the learning and the use of target language. It also needs background knowledge to comprehend, summarize, and visualize the new information from the written text. The introduction to several strategies has been conducted by educators to improve the cognitive area of the students. Skimming, using context to figure out words and meaning, self-testing, and note taking were some of the reading strategies which conducted in order to improve the students’ reading ability (Resnick, 1987:23-24). The result of applying these strategies showed that students became more aware of their comprehension strategies and they tend to apply the strategies more often.

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4. Reciprocal Teaching

Reciprocal teaching is a comprehension-fostering activity which emphasize on four major strategies, summarizing, predicting, questioning, and clarifying. Each of the strategies facilitates students to get the meaning from what they read. This strategies focus on the development of the students’ self-monitoring toward their learning. Furthermore, these strategies help the students to be aware of their used strategies to comprehend the written text. Reciprocal teaching was found by Ann Brown and Anne-Marie Palinscar (1984) where it is used to support the students’ reading ability. The discovery was based on cognitive science research (Seymour and Osana, 2002:1).

According to Palinscar (1986), reciprocal teaching refers to an instructional activity which takes place in the form of dialogue between teacher and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading the dialogue. Reciprocal teaching was found by Ann Brown and Anne-Marie Palincar (1984) where it is used to support the students’ reading ability.

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Four major strategies in reciprocal teaching: a. Summarizing

Summarize may help the students to point out and paraphrase a text in order to get the main idea. This activity involves the skill of identifying main ideas and supported details of the text. The text may be in the form of summarized sentences, paragraph or the whole of passage.

b. Predicting

In predicting, the students are asked to guess about what the author is going to talk in the next text. The students need to activate their background knowledge that they already have. The students need to make hypothesis about the text.

According to Beatrice S. Mikulecky (1990:27), there are some advantage why predicting activity is needed in reading class. In doing predicting, students know why a text is being read. The students also know the nature of the text in order to predict what the form and content will be.

c. Questioning

In questioning, students ask to create some questions related with the text. After they create some question, students need to make sure that they are able to answer their own question. Questioning also supports summarizing in which both of these strategies require the skill on identifying the important information. If a disagreement

21  

 

arises between the students, it may be necessary to reread the passage for better understanding.

Questioning activity also involves scanning. Scanning is a high-speed reading skill used for locating specific information (Beatrice S. Mikulecky, 1990:49)

d. Clarifying

Clarifying is an activity when teacher need to know about the students who have comprehension difficulty. Comprehension difficulties include the problems that ocur when students try understand the text, unfamiliar vocabulary or unclear references. In this level, students can re-read the text, consult the dictionary, or ask for help.

5. Curriculum

Curriculum is one of important aspects when we as a writer want to make a handbook. Nowadays, kind of curriculum used in Indonesia is KTSP. KTSP stands for Kurikulum Tingkat Satuan Pendidikan. KTSP is the operational curriculum developed by and implemented in each educational unit. KTSP consists of unit-level educational objectives of education, curriculum structure and unit level of education, educational calendar, and syllabus (Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Dasar dan Menengah).

22  

B. Theoretical Framework

The framework is used as the guideline in designing the materials. The writer will use reciprocal teaching as the basis of the teaching learning strategies. There are some steps in the process of designing English reading instructional material based on reciprocal teaching strategy for the eighth grade students of

SMP Tarsisius Vireta Tangerang. Kemp’s instructional design model is adapted.

The research uses Kemp’s instructional model, as stated in the six steps below: 1. Conducting need survey, specifying goals, topics, and general purposes.

This step is adapted from Kemp’s model. The data were gathered by conducting need survey. The writer distributed a questionnaire to the eight grade students of SMP Tarsisius Vireta and conducted an interview with the English teacher in order to gather the supporting needs. The goals were derived from needs survey. The topics were sequenced according to logical order from a simple level to complex. Since this study is based on Reciprocal Teaching Strategy, the goals of Reciprocal Teaching are to help students to improve their comprehension and skills in reading and to create an alternative method in teaching reading.

2. Determining the competency standards, the basic competencies, and the Topics.

This step is adapted from Kemp’s model. The competency standards and the basic competencies are derived from the KTSP. Then is selected the

23  

 

topic in order to achieve the competency standards and the basic competencies.

3. Formulating learning objectives

The objectives were the indicators of what the students must achieve. The students must be active in their reading passage, in the group work and also in the class work.

4. Selecting and organizing subject content.

This step is adapted from Kemp’s model. In this step, the writer lists specific strategies in reading activity called Reciprocal teaching. They are

predicting, questioning, clarifying, and summarizing.

5. Selecting teaching/learning activities and resources

Teaching learning process need to be situated in a good atmosphere to motivate students. By creating comfortable situation in the classroom, it may motivate the students in learning and facilitate them to achieve the objectives.

6. Evaluation

In this process, there is an evaluation of the materials from the feedback and comments given in the questionnaire which are distributed in the design study. The writer distributes the designed materials and the

post-24  

design questionnaire to the English teachers of SMP Tarsisius Vireta Tangerang.

Figure 2.3 The Design Model

Figure 2.2 The Design Model Conducted in the Study

need survey, specifying goals, topics, and general purposes 

Determining the competency standards, the basic competence, and

the topics

Selecting teaching/learning activities and resources 

Formulating learning objectives 

Revising the materials Selecting and organizing subject content. 

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CHAPTER III

METHODOLOGY

There are several main discussions in this part. The discussions are about research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

In order to answer the questions stated in the problem formulation namely “How are English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang designed?”

and “What do English instructional reading materials based on Reciprocal

Teaching Strategy for VIII grade students of SMP Tarsisius Vireta Tangerang

look like?”, Research and Development method (R & D) was employed to

develop a set of reading materials based on reciprocal teaching strategy. The purpose of R&D is to bridge the gap that frequently exists between educational research and educational practice and to take the research knowledge and incorporate it into a product that can be used in the schools (Borg & Gall, 1983:772).

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1. Research and Information Collecting

The survey was conducted to gather some informations as much as possible for the learners and other sources as the foundation for designing and developing the materials. Questionnaires were used to collect the data. 2. Planning

The writer started to collect sources that were used in designing the materials. The writer formulated the goals, topic, and purposes in order to plan the materials design.

3. Develop preliminary form of product

The writer made the design based on the students’ needs that were obtained from the results of the questionnaires and also from the writer’s observation. In this step, the writer started to design the materials based on the needs survey results.

4. Preliminary field testing

The writer formulated post-design questionnaire to find out the opinions and suggestions from the respondents. The respondents of the questionnaires for materials evaluation were two English Junior high school teachers and one English lecturer of the English Language Education Study program of Sanata Dharma University

5. Final product revision

The results of the post-design questionnaire were used as the basis of revising the material design.

27

 

In order to make the explanation clearer, the writer make a figure of the steps of the writer’s model that could be substitute into the steps of R and D cycle.

R and D Cycle Writer’s Cycle

3.1 R & D Cycle and Writer’s Cycle Step 1:

Research and Information Collecting

Step 2:

Planning

Step 3:

Develop prelimanary form of product

Step 4:

Preliminary field testing

Step 5:

Final product revision

Step 1:

need survey, specifying goals, topics, and general purposes 

Step 2:

the competency standards, the basic competence, and

the topics

Step 3:

Formulating learning objectives 

Step 4:

Selecting and organizing subject content. 

Step 5:

Selecting teaching/learning

activities and resources

Step 6:

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The research uses three sections in designing the instructional reading materials. They are:

1. Pre-design study

Data collection from students in order to find out the teaching learning activities and investigate students’ needs (difficulties, goals, conditions, ability levels in reading). In this step the writer collected the data from the eighth grade and English teacher of SMP Tarsisius Vireta Tangerang.

In this study, an interview was conducted in order to find out learning activities used in reading class from one of the seventh grade English teacher. The writer also distributed a pre-design questionnaire to the eighth grade students of SMP Tarsisius Vireta Tangerang in order to figure out their interest, abilities and problem concerning in English reading skill. Review of literature was used to collect research findings and other information related to the planned development.

2. Material development

Development of the preliminary form of product consists of the preparation of instructional materials and evaluation instruments. In the material development, the writer applied steps 2 and 3 of R & D cycle. They were planning and developing preliminary form of product.

In this study, development of the preliminary for of the product included preparation of instructional materials, handbooks, and evaluation

29

 

devices. The data gathered from research and information collecting was also used as a starting point to design the reading materials in order to create appropriate materials for the eighth grade students of SMP Tarsisius

Vireta Tangerang.

3. Post-design study

In the post-design study, the writer employed step 4 and 5 of R & D cycle. They were preliminary field testing and main product revision. The evaluation data would be collected by using questionnaire. In this study, preliminary field testing was conducted in order to obtain evaluation, judgment, suggestions on the designed materials. The comments and opinions would be used to revise and improve the designed materials.

The evaluation data then used to conduct the fifth step, main product revision. This fifth step was conducted in order to revise and improve the material design. The data for the post-design study would be obtained by using questionnaire.

B. Research Participants

The participants of this research are eighth grade students of Tarsisius

Vireta Junior High School. Not only the students but also teachers of Tarsisius

Vireta Junior high School will be the participant. They become participants

because it is best suited with students in the higher level of learning process. The research is conducted in the eight grade since it has been held that children under the age of 10 do not readily implement the complicated process.

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C. Research Instruments

In doing the research, two kinds of instruments are going to be employed as a means to collect the data. The first is interview, which is conducted in the pre-design study. The questions of the interview are intended to learn the need of students in regards of reading activities and their development in reading. The second instrument is questionnaire, conducted in the post-design study and intended to gather feedback, comments and suggestion on the designed materials. Those are useful to evaluate and revise the designed materials. The questionnaire will be done by students of Tarsisius Vireta Junior High School.

In this research and information collecting, the writer combined two types of questionnaire in order to get appropriate information from students. This questionnaire was called semi-open questionnaire where the writer used checklist questions type for the eighth grade students of SMP Tarsisius Vireta Tangerang.

The writer made the questionnaire in Indonesia language to avoid misinterpretation between the writer and the participants. By writing the questionnaire in Indonesia language, it was hoped that the participants understood the content of questionnaire and answered it correctly.

The writer also distributed the questionnaire to the English teacher of SMP

Tarsisius Vireta Tangerang in order to gather feedback, comments and

suggestions on the designed materials. Moreover, the feedback, comments, and suggestions would be used to evaluate and revise the design so that the writer would enable to produce suitable design to improve reading comprehension of the eighth grade students of SMP Tarsisius Vireta Tangerang.

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D. Data Gathering Technique

This section will elaborate the data gathering technique used in pre-design study and post-design study.

1. Pre-design study

In pre-design study, the writer conducted the preliminary study by conducting an interview to one of the eighth grade English teacher of

SMP Tarsisius Vireta Tangerang. The interview was done on May, 10th

2010.

The writer also distributes pre-design questionnaire to eighth grade students of SMP Tarsisius Vireta Tangerang. The aim of distributing the pre-design questionnaire was to know students’ interests, abilities, and difficulties in learning English language especially reading. The distribution of the pre-design questionnaire were obtained on May, 12th , 2010.

Then, the results of questionnaire were used as the basis in designing in reading materials.

2. Post-design study

In post-design study, the writer distributes post-design questionnaire and the design materials to the teachers and lectures. There are two teachers from SMP Tarsisius Vireta Tangerang and two lectures from English Education Study Program of Sanata Dharma

32

materials was to get feedbacks, comments, and suggestions in ordet to revise and improve the materials.

E. Data Analysis Technique

The data was obtained from the pre-design study and the post-design study.

1. Pre-design study

The writer analyzed the interview results with one of the eighth grade English teacher of SMP Tarsisius Vireta Tangerang. The interview results were analyzed descriptively. The data from the interview results were analyzed by deriving conclusion for each answer of each question and then made it into one main idea. After conducting the interview, the writer distributed the pre-design questionnaire to the eighth grade students

of SMP Tarsisius Vireta Tangerang as the means of the diagnosis of the

needs.

From the two instruments, the interview and the questionnaire, the writer would gather the data in which these data were used as the basis in designing the reading materials.

2. Post-design study

In the post-design study, the writer analyzed the descriptive statistic data about the participant’ statements. Likert scale type and open-ended questionnaire were distributed to two English teacher of SMP

33

 

suggestions on the design materials. The data would be used to improve and revise the design materials.

The writer analyzed two kinds of data. The first one was the data about the participants’ educational background. The description of the participants is presented as follow:

Group of participants

Educational Background

Teaching Experience Sex

D3 S1 S2 S3 ‹ 1 1-5 5-10 10‹ M L

3.2 The blueprint of Description of the post-design participants

The second one was the descriptive data about the participants’ statements. The questionnaire was in the closed form questionnaire. In this type of questionnaire, the judgments of the participants’ statements use five points of agreement:

1 : strongly disagree with statement 2 : disagree with the statement 3 : agree with the statement

4 : strongly agree with the statement

In concluding the data, this study used one of central tendency, the mean, since it was appropriate way to conclude the data tendency. The table is presented as follows:

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No Participant’ opinion on Central Tendency

N Mn

3.3 The blueprint of participants’ opinion on the design materials

Note: N : number of respondent

Mn : mean (indicator of central tendency of the sources set) The mean was counted using the formulation below:

N

X

Σ

Χ =

 

Note : Χ : the range point

X

Σ : the sum of all score N : the number of respondent

F. Research Procedure

The research employs ten steps, in which the procedures of designing the materials are conducted.

1. Asking for permission to conduct research

Before designing the product, the writer will ask permission first to do observation in SMP Tarsisius Vireta Tangerang.

35

 

2. Conducting diagnosis of needs and gathering information

The writer conducts informal interview and gives questionnaire for students and teacher to support observation. Those strategies are intended to see the students’ interest, need, and characteristic.

3. Determining the competency standards and the basic competencies

Select the topic in order to achieve the competency standards and the basic competencies based on the students’ interest.

4. Formulating the indicators

Determine the indicators to be stated as the specific objectives in this research.

5. Determining and organizing the subject contents

Organize the content of designed materials which consists of pre-reading activity, whilst-reading activity, and post-reading activity.

6. Determining and organizing the teaching learning experiences

Teaching learning process need to be situated in a good atmosphere to motivate students.

7. Developing the set of instructional reading materials based on reciprocal teaching strategy for VIII grade students of SMP Tarsisius Vireta

Tangerang.

The writer will construct four units of instructional reading materials for the eighth grade students of SMP Tarsisius Vireta Tangerang because the product will not be implemented. In addition, the writer will conduct the

36

preliminary interviews to some English teachers of SMP Tarsisius Vireta

Tangerang to get some information, suggestion and advices to complete

the product before applying it. The design of the materials is based on students’ needs, the theories of reading, reciprocal teaching strategy, and the Kemp’s instructional design model.

8. Evaluating the materials using interview and questionnaire

The writer will conduct the questionnaire to two teachers of SMP Tarsisius

Vireta and one lecture of English Education Study Program of Sanata

Dharma University.

9. Revising the designed materials

In the last procedure, the writer will revise the designed product or material and make the final version of the material.

37  

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter discusses the results of the study. There are two questions in the problem formulation which had been mentioned in the previous chapter. Those include how to design reading instructional materials based on Reciprocal Teaching for eighth grade students of SMP Tarsisius Vireta Tangerang and to present a set of English reading instructional materials based on Reciprocal Teaching for eighth grade students of SMP Tarsisius Vireta Tangerang.

There are three parts to discuss in this chapter. The first part discusses the steps how to design the reading instructional materials based on Reciprocal Teaching for grade eighth of SMP Tarsisius Vireta Tangerang. Secondly, the writer shows the results of designing the materials based on the post-design questionnaire. They were two English teachers of SMP Tarsisius Vireta

Tangerang and two English lecturers of English Education Study Program of

Sanata Dharma University. Furthermore, the feedbacks from the teachers and lecturers were used to revise and improve the designed materials. The last part involves a brief description about the designed materials.

A. The Materials Development

In this part, the writer tried to show the result of designing the materials based on the pre-design questionnaire and the post-design questionnaire. To

38  

answer the first research question stated in the problem formulation, the writer elaborates six steps of the instructional design model used in this study. The explanation of each step is as follow:

1. Conducting need survey, specifying goals, topics, and general purpose. In order to find out student’s abilities and interest, the diagnosis of needs was important. The needs survey was done to gather the necessary information in developing the designed materials. The results of diagnosis of need were used as the basis in making materials. Firstly, the need was done by doing observations where the writer used as participants. Then, the writer conducted the interview to both the eight grade English teacher of

SMP Tarsisius Vireta Tangerang. Secondly, the writer distributed

questionnaire to students of the eight grade of SMP Tarsisius Vireta Tangerang.

There are two sections to discuss in this step. The first step is the result of the interview. And the second step is the result of the pre-design questionnaire.

a. The results of the interview with the English teacher 

The first step to find out much information was interviewing the eighth grade English teacher of SMP Tarsisius Vireta Tangerang. There were ten questions to ask. Both of the eighth grade teacher gave almost same information. The students had problems in the reading class. Each students have different ability because they have difference characteristics. Some classes almost crowded.

39  

Based on the teacher’s opinion students are mostly interested with easy subject like sports. Students in junior high school are adolecent so they are not accustomed to thingking and learning hard. The students have perception that English lesson is difficult subject for them. b. The results of the questionnaire distributed to the eighth grade students 

After interviewing, the second to find out of information was questionnaire. The first questionnare was pre-design questionnaire. The pre-design questionnaire distributed to the eighth grade students of

SMP Tarsisius Vireta Tangerang. There were twelve questions that

were divided into two part: part A and part B. The results of the pre-design questionnaire were attached in Appendix. Part A consisted of six questions that are used to get information about students’ abilities and interests. Part B consisted of six questions that are used to find out information about students’ reading comprehension strategies.

The result of questionnaire part A, on the statement of students’ opinion about their reading abilities; one student stated excellent in reading, fifteen students stated good, two students stated bad, and nine students stated good enough. After that, they stated their opinion about English reading skill. Three students stated that English reading skill was difficult. Nineteen students stated sufficient, four students stated easy and one student stated that English reading skill was very easy. The students also stated about the factors that made English reading skill was difficult for them. Six students stated that vocabulary

40  

was one of factor. Fourteen students stated grammar, one student stated diction, one student stated that the reading passage was very difficult; one student stated how to read the reading passage and four students didn’t answer the question.

Based on students’ opinion about the difficulties in reading English passage, the writer made question about kind of sources which teacher used in teaching reading. Three students stated magazine, twenty three students stated book, two students stated journal, nine students stated articles, one student stated short story, and one student stated dictionary. In order to help the writer find the topic which was interesting for the students, the writer asked about kind of reading passage which was interesting to them. Thirteen students stated that they like reading folktales, nine students stated comics, five students stated letter, four students stated poems, three students stated novel, and one student stated news.

In the following question, the writer found ten topics that students should choose it. They were culture, education, modern life, news,

technology and science, film, music, sport, health, and nature. As the

result, students selected four topics which were interested to them. The topics were Eduation, Health, nature, and technology and science.

Part B in the questionnaire was made in order to know the students’ strategies in reading passage. The first statement was about the way they read passage. Three students stated that they never

41  

interpret the content of the story. Three students stated rarely, fourteen students stated sometimes, six students stated frequently, and two students stated always. The second statement related with the time that students spend in reading English passage. One student stated that he never spend a lot of time to understand a reading text. Eleven students stated rarely, fourteen students stated sometimes, and one student stated always.

The fourth statement related with prediction that students did. Six students stated that they rarely predicted the meaning of unfamiliar words or phrases from the reading passages. Nine students stated sometimes, seven students stated frequently and five students stated always. The next statement related with summarizing activities that students did in reading skill. Five students stated that they never make summary to create their understanding in reading passage. Eleven students stated rarely, six students stated sometimes, and one student stated frequently.

The fifth statement deals with the prediction that were produced by the students after they looked at the picture in the reading passage. One student stated that he never make prediction about the topic discussed in the picture. Two students stated rarely, eleven students stated sometimes, eleven students stated frequently, and three students stated always. The last statement deals with the questioning that were produced by the students after they read the reading passage. Eleven

42  

students stated that they never made questions, twelve students stated rarely, and five students stated sometimes.

In order to make the description clearer, the writer make a table of the result of the questionnaire.

Tabel 4.1 Result of the questionnaire part A

No Statemets Opinions Number of

Students 1. Students’ opinion about their

reading abilities.

a. Excellent b. Good c. Bad

d. Good enough

1 15

2 9 2. Students’ opinion about

english reading skill.

a. Difficult b. Sufficient c. Easy d. Very easy

3 19

4 1 3. Students’ opinion about the

factors that make english reading skill is difficult.

a.Vocabulary b.Grammar c.Diction

d.Reading is very difficult

e.How to read the passage f. None 6 14 1 1 1 4 4. Students’ opinion about kind of

sources which teacher used in teaching reading.

a. Magazine b. Book c. Journal d. Article(s) e. Short story f. Dictionary 3 23 2 9 1 1 5. Students’ opinion about kind of

reading passage. a. Folktale b. Comic c. Letter d. Poems e. Novel f. News 13 9 5 4 3 1 6. Students’ opinion about the

topics.

a. Education

b. Technology and Science c. Health d. Nature 12 11 21 19

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4.2 Result of questionnaire part B

No Statemets Opinions Number of

Students 1. Students interpret the content

of story. a. Never b. Rarely c. Sometimes d. Frequently e. Always 1 3 14 6 2 2. Students spend much time to

understand the passage.

a. Never b. Rarely c. Sometimes d. Always 1 11 14 1 3. Students make prediction about

the unfamiliar words or phrases. a. Rarely b. Sometimes c. Frequently d. Always 6 9 7 5 4. Students make summary to

create their understanding in reading passage. a. Never b. Rarely c. Sometimes d. Frequently 5 11 6 1 5. Students make prediction about

the topic about the topic will be discussed by the picture.

a. Rarely b. Frequently c. Sometimes d. Always 2 11 11 3 6. Students make question after

reading the passage.

a. Never b. Rarely c. Sometimes 11 12 5

2. Determining the competency standards and the basic competencies Based on the result of questionnaires, there were four topics which will be used in designing of materials. Then, the writer found some articles for designing the materials. The articles are taken from the internet, newpaper and magazines. The selection of the topics was based on the four important factors related to comprehension, like emotional factors, intelligences and comprehension, physical factors, and background of experiences. After finding and determining the

44  

topic, the writer determined the competency standard and basic competence that were based on the Curriculum 2006 (KTSP).

The aim of these designed material was develop the students’ ability in reading English passages. The students were also expected to develop their vocabulary. And at the end of meetings the students are able to communicate in English as in real life in the context of daily life.

3. Formulating learning objectives

The next step was to determine the indicators for each unit. The competency standards and the basic competencies were derived from the Curriculum 2006 (KTSP). The sample of the indicators is presented in Table 4.3. The indicators are attached in Appendix F:

Tabel 4.3 The sample of the indictors

Unit Topics Indicators

1

Education At the end of the lesson, the students are able to:

- Predict the content of the text based on the title and pictures

- Formulate questions related to the reading passage

- Guess the Indonesian meaning of the unfamiliar words or phrases.

- Find the important information from the passage

- State the main ideas and the supporting details

- Rewrite the main ideas and the supporting details into one group paragraph

- Identify the generic structure of news item text

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4. Selecting and organizing subject content

In this study, organize the content of designed materials which consists of pre-reading activity, whilst-reading activity, and post-reading activity. According to Bonnie and Jean (2002: 85-87), there are three activities involved in reading process, namely pre-reading activity, while-reading activity, and post-reading activity. The writer also provided the task into individual task and group task.

5. Selecting teaching/learning activities and resources

The writer developed kind of activities in order to enhance the students’ ability. They also feel enjoyable in teaching learning activities. The writer designed the materials based on Reciprocal Teaching Strategy. The design was based on the competency standard, the basic competencies, the indicators and the selecting topics.

6. Evaluation

In this step, the writer distributed the post-designed questionnaires which were distributed to the teachers of SMP Tarsisius Vireta

Tangerang and lectures of English Education Study Program of Sanata

Dharma University. The results of the questionnaire were used to revise

46  

7. Revising the designed materials

The last step was revising the design materials. The revisions were based on the feedback and the suggestions from the participants. After that, the writer presented the final version of the reading instructional materials.

B. The Design Materials

In this part, the writer discusses the result of the materials development. The explanations are as follows:

1. The competencies standards, the basic competencies, and the topic

Based on the result of questionnaire, there were four topics provided. The topics were education, health, save our nature, and technology and science. Then, the choices of the texts were based on the topics. Texts were the fjormula for becoming a pharmacist, Vitamins are important for good health, Penguins dying, and Advantages of robotic.

The competency standards and the basic competencies were taken from

KTSP or Curriculum 2006. The sample of the basic competency and the

competency standards are presented in Table 4.4. The competency standards and basic competencies are attached in Appendix E:

Table 4.4 The samples of Competency Standards and Basic Competencies

No Topics Competency Standards Basic Competencies 1. Technology and

Science

To understand meaning of short functional text and simple essay in the

To respond meaning and rhetorical steps in

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2. The Indicators

In this study, the indicators are stated as follows. The indicators are attached in Appendix F:

Unit Topics Indicators

1 Technology and Science At the end of the lesson, the students are able to:

- Predict the content of the text based on the title and pictures. - Formulate questions related to

the reading passage.

- Match the vocabularies with their meanings.

- Create sentences by using the vocabulary given.

- State the main ideas and the supporting details.

- Rewrite the main ideas and the supporting details into one group paragraph.

- Identify the generic structure of descriptive text.

Table 4.5 The Sample of the Indicators

3. Content of design

Each activities in the design based on reciprocal teaching strategies like prediction, questionning, summarizing and questionning. The writer combined those technique with the teaching reading skills. According to Bonnie and Jean (2002: 85-87), there are three activities

Descriptive and news item in daily life contexts and to access knowledge.

and acceptably in daily life contents and to access knowledge in the form of descriptive text.

48  

involved in reading process, namely pre-reading activity, while-reading activity, and post-while-reading activity.

Every topic consists of three major parts namely: Warming Up Activity, Whilst Activity and Cooling Down Activity. The review is held in the end of the meeting. The relevancy of those three major parts with how to teach reading use students’ background knowledge lies on the phases. Those three major parts represent the phases,

pre-reading activity, while-reading activity, and post-reading activity. The

elaboration is presented below: a. Warming Up Activity

This phase is the beginning of the meeting which aims at introducing the topics to the students. The students deal with simple activities, such as answering some questions. The teacher may offer some questions to find out their background knowledge about the topics given. This warming up activity enabled the students to give predictions about what were discussed in the reading passage by looking at the titles and the pictures provided. Mostly, the students do produce the language or speak too much in this phase. This phase prepares the students to be ready for the next phase.

Robotics is also playing fairly an important role in the medicine industry. From  preparing drugs to performing simple tasks in surgery. However, the process of actual  medicine which involves surgery and others cannot be left to robots and human  interference becomes inevitable there. Robotics is very advantageous in several ways to  man kind. For example, humans work in many unsuitable places and conditions like  chemical plants, or pharmaceuticals and exposure to some chemicals constantly may  not be good for the humans. However, if these responsibilities are automated using  robots, then human beings need not face work based injuries and diseases. When it  comes to handling hazardous materials robots are better suited. There are similar  advantageous applications for a robot in several other industries.Today, robots are also  used to launch satellites and travel to a different planet altogether. Robots are being  launched on Mars to explore the planet and are being designed with intelligence at par  with humans.  

Stop reading and make a question from the paragraph above! Make sure that you can  answer your questions! 

1. What? 

...  2. When? 

...  3. Where? 

... 

Source: http://www.robots.com/articles.php?tag=486 

 

Cooling Down activity 

Task   

a. Match the lists of words in column A with with its meaning in column B! 

Answers COLUMN A COLUMN B

1.automatic a. a condition giving a greater chance

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  something new

3.limitation

c. any basic substance which is used in or produced by a reaction involving changes to atoms or molecules

4.advantage d. dangerous

5.launch e. done without thinking about it

6.human f. the act of controlling and especially

reducing something

7.surgery

g. a place where you can go to ask advice from or receive treatment from a doctor or dentist

8.chemical

h. to go or move something forward, or to develop or improve

something

9.inevitable i. a man, woman or child

10.hazardous j. certain to happen and unable to be

avoided or prevented  

 

b. Choose   word from the list of vocabulary above. Then, make a 

sentence from the that word! 

...  ...  ... 

c. Read the whole passage one more time to complete the task below! 

                                           

d. Make summary from the text  Advantages Of Robotics   minimal 8 

Advantages of Robotics 

Main Idea Paragraph 1:  ... 

Supporting details: 

a. ...  b. ...

Main Idea Paragraph 2:  ... 

Supporting details: 

c. ...  d. ...

Main Idea Paragraph 3:  ... 

Supporting details: 

e. ...  f. ...

141  

   

 

   

   

“Learning by Doing” 

 

 

Be creative!

ABSTRACT

Dewi, El Kurnia Sulistya. 2012. Designing Instructional Reading Materials Based on Recripocal Teaching Strategy for VIII Grade Students of SMP Tarsisius Vireta

Tangerang. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Reciprocal teaching is a comprehension-fostering activity which emphasizes four major strategies: summarizing, predicting, questioning, and clarifying. Each of the strategies facilitates students to get the meaning from what they read. These strategies focus on the development of the students’ self-monitoring toward their learning. Furthermore, these strategies help the students to be aware of their use of strategies to comprehend the written text.

This study was conducted to design English reading instructional materials based on reciprocal teaching strategy for the eighth grade students of SMP Tarsisius Vireta Tangerang. This study had two research questions: 1) How are English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang designed? And 2) What do English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang look like? To answer two questions above, the writer employed five steps of R & D cycle. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.

In order to answer the first question, the writer adapted Kemp’s instructional design models. The writer employed eight steps. The steps were: 1) Consider goals, list topics, and state general purpose for each topic; 2) List the important characteristics of the learner; 3) Specify the learning objectives in terms of behavioral outcomes; 4) List the subject content that support each objective; 5) Develop pre-assessment to determine students’ background knowledge; 6) Select teaching/learning activities and resources; 7) Choose some support services such as budget, equipment, facilities to maintain the design; 8) Evaluate students’ accomplishment to do revision and evaluation of the design in order to make improvement. Based on the result of the evaluation analysis, it was signified that the mean was ranged from 3 to 3.6 on the scale of 4. It is concluded that the designed materials’ are appropriate and acceptable for the eighth grade of SMP Tarsisius Vireta Tangerang. In order to answer the second question, the writer presented the final version of the designed materials after conducting some revisions based on the feedback, comments and suggestions from the post design participants. The final version of the designed materials consists of four unit and each units consists of three sections, that is, Warming Up Activity, Whilst Activity, and Cooling Down Activity.

It is hoped that this English Reading Instructional materials encourages other researchers to conduct a further study on other aspects of this study.

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ABSTRAK

Dewi, El Kurnia Sulistya. 2012. Designing Instructional Reading Materials Based on Recripocal Teaching Strategy for VIII Grade Students of SMP Tarsisius Vireta Tangerang. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Reciprocal teaching adalah kegiatan pemahaman dan pembinaan yang menekankan pada empat strategi utama: summarizing, predicting, questioning, dan clarifying. Setiap strategi menjadi sarana bagi siswa untuk mendapatkan makna dari apa yang mereka baca. Strategi ini berpusat pada pengembangan diri siswa dalam belajar mereka. Selanjutnya, strategi ini membantu siswa untuk menyadari strategi yang mereka gunakan untuk memahami sebuah tulisan.

Studi ini dilakukan untuk merancang materi pembelajaran reading berdasarkan strategi Reciprocal Teaching untuk siswa kelas delapan SMP Tarsisius Vireta Tangerang. Studi mengemukakan dua pertanyaan: 1) Bagaimana materi pembelajaran reading berdasarkan Reciprocal Teaching bagi siswa kelas VIII SMP Tarsisius Vireta Tangrang didesain? dan 2) Bagaimanakah bentuk materi pembelajaran reading berdasarkan strategi Reciprocal Teaching bagi kelas VIII SMP Tarsisius Vireta Tangerang? Untuk menjawab dua pertanyaan di atas, penulis menggunakan lima langkah dari metode siklus R & D. Langkah-langkahnya adalah: 1) Penelitian dan mengumpulkan informasi, 2) Perencanaan, 3) Pengembangan Bentuk awal dari Produk, 4) Pengujian awal di lapangan, dan 5) Perbaikan produk utama.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pembelajaran dari Kemp. Penulis menerapkan delapan langkah. Langkah-langkahnya adalah: 1) menentukan tujuan, topik, dan tujuan dari setiap topik, 2) menyebutkan karektristik dari peserta didik, 3) menentukan tujuan pembelajaran dalam hal hasil perilaku; 4) menentukan subjek yang mendukung setiap tujuan, 5) Mengembangkan pra-penilaian untuk menentukan tingkat pengetahuan siswa; 6) menentukan kegiatan belajar mengajar dan sumber daya; 7) menentukan beberapa sarana yang mendukung seperti anggaran, peralatan, fasilitas untuk mempertahankan desain; 8) Mengevaluasi prestasi siswa untuk melakukan revisi dan evaluasi desain dalam memperbaiki materi. Berdasarkan hasil analisis evaluasi, diperoleh rata – rata berkisar 3 sampai 3,6 pada skala 4. Dapat disimpulkan bahwa materi yang dibuat sesuai dan dapat diterima untuk kelas delapan SMP Tarsisius Vireta Tangerang. Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari materi yang dirancang setelah melakukan beberapa revisi berdasarkan masukan, komentar dan saran dari responden. Versi final dari materi yang dirancang terdiri dari empat unit dan setiap unit terdiri dari tiga bagian, yaitu, Warming Up Activity, Whilst Activity, dan Cooling Down Activity.

Diharapkan bahwa materi pembelajaran reading berdasarkan Reciprocal Teaching dapat mendorong peneliti lain untuk mengadakan penelitian lebih jauh tentang aspek – aspek dalam studi ini.