A set of english supplementary reading materials using strategies-based instruction for grade VIII students of SMP N 1 Mungkid.

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vii ABSTRACT

Purbosari, Kiki. 2009. A Set of English Supplementary Reading Materials Using Strategies-Based Instruction for Grade VIII Students of SMP N 1 Mungkid. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research aims at designing a set of English supplementary reading materials for grade VIII students of SMP N 1 Mungkid. Reading is important in English language learning because by reading English texts frequently, students can learn and acquire English vocabulary and structures through reading activities. To reach the goal of reading, readers can use strategies. In language learning, those strategies are called language learning strategies that include reading strategies. Since language learning strategies can support learners to improve reading skills, in this research, the materials to be designed use Strategies-Based Instruction. In Strategies-Based Instruction, language learning strategies are integrated into everyday class materials, and may be explicitly or implicitly embedded into teaching learning activities.

This research deals with two problems: (1) How is a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid designed? and (2)What does a set of English reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid look like? To answer the research questions above, five steps of R & D cycle were applied. They were: (1) Conducting Research and Collecting Information, (2) Planning, (3) Developing Preliminary Form of Product, (4) Conducting Preliminary Field Test and (5) Conducting Main Product Revision. Besides, the researcher adapted the principles of Strategies-Based Instruction in designing the materials.

To solve the first problem, the researcher adapted the instructional design model offered by Kemp. There were seven steps to design the materials, namely: (1) Conducting needs survey, (2) Stating instructional goals, topics and general purposes, (3) Specifying the objectives, (4) Listing the subject contents, (5) Selecting the teaching learning activities and the instructional resources, (6) Conducting an evaluation survey, and (7) Revising and improving the materials.

In conducting the survey study, the researcher used two instruments, namely questionnaires and interviews. The first questionnaire was distributed to 75 students of class VIII of SMP N 1 Mungkid to assess learners’ needs. Besides, the researcher conducted interviews with English teachers of SMP N 1 Mungkid to collect additional information. After being designed, the designed materials were evaluated by distributing the second questionnaire to three English teachers of SMP N 1 Mungkid, an English teacher of Bunda Mulia School Jakarta, and an English instructor of Lembaga Bahasa (Language Institute) Sanata Dharma University Yogyakarta to obtain opinions, comments, and suggestions on the designed materials. The researcher used central tendency formulation to analyze

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the data. The results showed that most of the scores were more than 4. Therefore, it could be concluded that most of respondents agreed that the designed materials were acceptable and appropriate to be implemented. However, there were some revisions that needed to be conducted to improve the designed materials.

To solve the second problem the researcher presented the final vers ion of the designed materials after making some revisions and improvements based on the results of the designed materials evaluation. The designed materials consisted of ten units. Each unit contained three sections, they were: (1) Pre Work, (2) Get Closer to Descriptive, Recount and Narrative Texts, and (3) Check Yourself for Unit 1; (1) Build Your Knowledge, (2) Show Your Skills and (3) Check Yourself for Unit 2 to 10.

Finally, the researcher expects that the designed materials will be useful for grade VIII English teachers to improve their students’ reading skills. The researcher also expects that the designed materials will inspire other researchers to conduct a further research on the other aspects of this research.

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ix ABSTRAK

Purbosari, Kiki. 2009. A Set of English Supplementary Reading Materials Using Strategies-Based Instruction for Grade VIII Students of SMP N 1 Mungkid. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk merancang seperangkat materi membaca tambahan bahasa Inggris untuk siswa kelas VIII SMP N 1 Mungkid. Membaca adalah hal yang penting dalam mempelajari bahasa Inggris karena dengan membaca teks berbahasa Inggris secara teratur, siswa dapat mempelajari kosa kata dan tata bahasa bahasa Inggris melalui kegiatan membaca. Untuk mencapai tujuan membaca, pembaca dapat menggunakan strategi. Dalam pembelajaran bahasa, strategi tersebut disebut strategi belajar bahasa (language learning strategies) yang meliputi strategi membaca (reading strategies). Karena strategi belajar bahasa dapat mendukung siswa dalam meningkatkan ketrampilan membaca, dalam studi ini, materi yang dirancang menggunakan Instruksi Berbasis Strategi (Strategies-Based Instruction). Dalam Instruksi Berbasis Strategi, strategi belajar bahasa diintegrasikan ke dalam materi kelas sehari- hari, and bisa dimasukan secara eksplisit atau implisit ke dalam kegiatan belajar mengajar.

Penelitian ini berhubungan dengan dua permasalahan: (1) Bagaimana seperangkat materi membaca tambahan bahasa Inggris menggunakan Instruksi Berbasis Strategi untuk siswa kelas VIII SMP N 1 Mungkid dirancang? dan (2) Bagaimanakah bentuk materi membaca tambahan bahasa Inggris menggunakan Instruksi Berbasis Strategi untuk siswa kelas VIII SMP N 1 Mungkid tersebut? Untuk menjawab pertanyaan penelitian tersebut, lima langkah dari metode siklus R & D (Research and Development) digunakan. Langkah- langkah tersebut adalah: (1) Melaksanakan penelitian dan mengumpulkan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Selain itu, peneliti juga mengadaptasi prinsip-prinsip Instruksi Berbasis Strategi (Strategies-Based Instruction) dalam merancang materi.

Untuk memecahkan masalah pertama, peneliti mengadaptasi sebual model perancangan pembelajaran oleh Kemp. Ada tujuh langkah yang diterapkan dalam perancangan materi, yaitu: (1) Mengadakan survey kebutuhan, (2) Menetapkan sasaran, topik dan tujuan umum pembelajaran, (3) Menspesifikasikan tujuan, (4) Mendaftar isi materi, (5) Memilih kegiatan belajar mengajar dan sumber-sumber pembelajaran, (6) Mengadakan survey evaluasi, dan (7) Memperbaiki dan meningkatkan materi.

Dalam melaksanakan survey, peniliti menggunakan dua macam alat, yaitu kuisioner dan wawancara. Kuisioner pertama dibagikan kepada 75 siswa kelas VIII SMP N 1 Mungkid untuk menilai kebutuhan siswa. Di samping itu, peneliti melakukan wawancara dengan guru-guru bahasa Inggris SMP N 1 Mungkid untuk mendapatkan informasi tambahan. Setelah dirancang, materi tersebut dievaluasi dengan membagikan kuisioner kedua kepada tiga guru bahasa Inggris SMP N 1

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Mungkid, seorang guru bahasa Inggris sekolah Bunda Mulia Jakarta, dan seorang pengajar bahasa Inggris Lembaga Bahasa Universitas Sanata Dharma Yogyakarta, untuk mendapatkan pendapat, komentar dan saran terhadap materi yang dirancang. Peneliti menggunakan rumus Central Tendency untuk menganalisa data dari survey evaluasi tersebut. Hasilnya menunjukan bahwa sebagian besar skor bernilai lebih dari 4. Oleh karena itu, dapat disimpulkan bahwa para responden setuju bahwa materi yang dirancang dapat diterima dan sesuai untuk diterapkan. Namun, beberapa perbaikan dilakukan untuk meningkatkan materi yang dirancang.

Untuk memecahkan masalah yang kedua, peneliti menyajikan versi akhir dari materi yang dirancang setelah membuat beberapa perbaikan dan peningkatan berdasarkan hasil dari evaluasi materi yang dirancang. Materi yang dirancang terdiri dari 10 unit. Masing- masing unit terdiri dari 3 bagian, yaitu: (1) Pre Work, (2) Get Closer to Descriptive, Recount and Narrative Texts, and (3) Check Yourself untuk unit 1; (1) Build Your Knowledge, (2) Show Your Skills, and (3) Check Yourself untuk unit 2 sampai 10.

Pada akhirnya, peneliti berharap bahwa materi yang dirancang akan berguna untuk guru bahasa Inggris dalam meningkatkan ketrampilan membaca para siswanya. Peneliti juga mengharapkan bahwa materi yang dirancang akan menginspirasi peneliti-peneliti lain untuk melakukan penelitian leb ih lanjut pada aspek-aspek lain dalam penelitian ini.

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A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING STRATEGIES-BASED INSTRUCTION

FOR GRADE VIII STUDENTS OF SMP N 1 MUNGKID

A THESIS

Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree

in English Language Education

By: Kiki Purbosari

Student Number: 031214123

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A SET OF ENGLISH SUPPLEMENTARY READING MATERIALS USING STRATEGIES-BASED INSTRUCTION

FOR GRADE VIII STUDENTS OF SMP N 1 MUNGKID

A THESIS

Presented as Partial Fulfillment of the Require ments to Obtain the Sarjana Pendidikan Degree

in English Language Education

By: Kiki Purbosari

Student Number: 031214123

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

Socrates was in jail, waiting for the death sentence on him to be done. One day he heard his friend, other prisoner, was singing a difficult song composed by Stesikoros.

Socrates asked that prisoner to teach him that song. “Why?” asked the prisoner.

“So that I can die after I’ve known one new thing,” answered Socrates, the noble person.

A Student: Why do you learn something new a week before you die? A Teacher: With exactly the same reason as you learn something new

fifty years before you die.

(The Prayer of the Frog, by Antony de Mello)

This thesis is dedicated to:

My Lord, Allah SWT

My Prophet, Muhammad SAW

My beloved family

My teachers and lecturers

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vii ABSTRACT

Purbosari, Kiki. 2009. A Set of English Supplementary Reading Materials Using Strategies-Based Instruction for Grade VIII Students of SMP N 1 Mungkid. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research aims at designing a set of English supplementary reading materials for grade VIII students of SMP N 1 Mungkid. Reading is important in English language learning because by reading English texts frequently, students can learn and acquire English vocabulary and structures through reading activities. To reach the goal of reading, readers can use strategies. In language learning, those strategies are called language learning strategies that include reading strategies. Since language learning strategies can support learners to improve reading skills, in this research, the materials to be designed use Strategies-Based Instruction. In Strategies-Based Instruction, language learning strategies are integrated into everyday class materials, and may be explicitly or implicitly embedded into teaching learning activities.

This research deals with two problems: (1) How is a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid designed? and (2)What does a set of English reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid look like? To answer the research questions above, five steps of R & D cycle were applied. They were: (1) Conducting Research and Collecting Information, (2) Planning, (3) Developing Preliminary Form of Product, (4) Conducting Preliminary Field Test and (5) Conducting Main Product Revision. Besides, the researcher adapted the principles of Strategies-Based Instruction in designing the materials.

In conducting the survey study, the researcher used two instruments, namely questionnaires and interviews. The first questionnaire was distributed to 75 students of class VIII of SMP N 1 Mungkid to assess learners’ needs. Besides, the researcher conducted interviews with English teachers of SMP N 1 Mungkid to collect additional information. After being designed, the designed materials were evaluated by distributing the second questionnaire to three English teachers of SMP N 1 Mungkid, an English teacher of Bunda Mulia School Jakarta, and an English instructor of Lembaga Bahasa (Language Institute) Sanata Dharma University Yogyakarta to obtain opinions, comments, and suggestions on the designed materials. The researcher used central tendency formulation to analyze

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viii

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ix ABSTRAK

Purbosari, Kiki. 2009. A Set of English Supplementary Reading Materials Using Strategies-Based Instruction for Grade VIII Students of SMP N 1 Mungkid. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk merancang seperangkat materi membaca tambahan bahasa Inggris untuk siswa kelas VIII SMP N 1 Mungkid. Membaca adalah hal yang penting dalam mempelajari bahasa Inggris karena dengan membaca teks berbahasa Inggris secara teratur, siswa dapat mempelajari kosa kata dan tata bahasa bahasa Inggris melalui kegiatan membaca. Untuk mencapai tujuan membaca, pembaca dapat menggunakan strategi. Dalam pembelajaran bahasa, strategi tersebut disebut strategi belajar bahasa (language learning strategies) yang meliputi strategi membaca (reading strategies). Karena strategi belajar bahasa dapat mendukung siswa dalam meningkatkan ketrampilan membaca, dalam studi ini, materi yang dirancang menggunakan Instruksi Berbasis Strategi (Strategies-Based Instruction). Dalam Instruksi Berbasis Strategi, strategi belajar bahasa diintegrasikan ke dalam materi kelas sehari- hari, and bisa dimasukan secara eksplisit atau implisit ke dalam kegiatan belajar mengajar.

Penelitian ini berhubungan dengan dua permasalahan: (1) Bagaimana seperangkat materi membaca tambahan bahasa Inggris menggunakan Instruksi Berbasis Strategi untuk siswa kelas VIII SMP N 1 Mungkid dirancang? dan (2) Bagaimanakah bentuk materi membaca tambahan bahasa Inggris menggunakan Instruksi Berbasis Strategi untuk siswa kelas VIII SMP N 1 Mungkid tersebut? Untuk menjawab pertanyaan penelitian tersebut, lima langkah dari metode siklus R & D (Research and Development) digunakan. Langkah- langkah tersebut adalah: (1) Melaksanakan penelitian dan mengumpulkan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Selain itu, peneliti juga mengadaptasi prinsip-prinsip Instruksi Berbasis Strategi (Strategies-Based Instruction) dalam merancang materi.

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Mungkid, seorang guru bahasa Inggris sekolah Bunda Mulia Jakarta, dan seorang pengajar bahasa Inggris Lembaga Bahasa Universitas Sanata Dharma Yogyakarta, untuk mendapatkan pendapat, komentar dan saran terhadap materi yang dirancang. Peneliti menggunakan rumus Central Tendency untuk menganalisa data dari survey evaluasi tersebut. Hasilnya menunjukan bahwa sebagian besar skor bernilai lebih dari 4. Oleh karena itu, dapat disimpulkan bahwa para responden setuju bahwa materi yang dirancang dapat diterima dan sesuai untuk diterapkan. Namun, beberapa perbaikan dilakukan untuk meningkatkan materi yang dirancang.

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ACKNOWLEDGEMENTS

In the name of Allah, the Most Gracious, and the Most Merciful: All Praises to Allah, Lord of the Universe. Only because of His abundant blessings I could accomplish my thesis. Salawat and regard will always be given to my greatest guide, Muhammad SAW. His love, I believe, will always accompany me and support me on any circumstances. I am also blessed to have people who have supported me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.

My gratitude goes to Caecilia Tutyandari, S.Pd., M.Pd., my only sponsor for her willingness and patience to guide me in writing this thesis. I thank her for her support, suggestions, and advice, so that I could finish my thesis.

My thankfulness goes to my teachers and lecturers to whom I have learned. The knowledge I gained until today could not be substituted with anything. My thankfulness also goes to PBI secretariat staffs and USD librarians who helped and served me the best they can do. They really are the best people in their fields.

I am indebted to the English teachers of SMP N 1 Mungkid, Magelang who helped me during the research, they are: Saryanti S.Pd., Kuntono M.H., S.Pd. and Giarto S.Pd.. I am also deeply thankful to Maria Pujiastuti S.Pd. and Ag. Kustulasari S.Pd., M.Ed.for giving feedbacks for my design.

I would like to send my deepest gratitude to my parents: my mother, Henis Trimulyani and my father, Sujiman who always support me with their constant

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love, prayer, patience and encouragement. Words will never be enough to reveal how much I thank them. My sweetest thank goes to my brothers; Widyo Purnomo, Suryo Hanjono, Seno Yudhanto and sister in law Neni Wijayanti. I am lucky just to have them who always care about me. I should be grateful to have Bianca Fatima Az- zahra, my niece. She really makes my world cheerful. I would also like to thank my grandparents for their support and prayer. I will not forget to thank my uncles, aunts, and cousins who give me sincere love and consider me as their own child and sister.

Next, I would like to dedicate my appreciation to my best friends, Titik, Nina, Atik, Priska, and Melon for the friendship, support and unforgettable experiences we have shared. I thank all PBI friends, especially Uri, Timur, Siwi, Dheni, Dudunk, Gendut, Ceepok, Rinma, Upik, Beta, Indra and all my friends of PBI 2003 for every moment we have during my study. I also thank Dita “Cempoel” and Siska “Ncrut”. They have made my world more colourful. A special thank goes to Diana to whom I can share my deepest even craziest thought. She really has opened my mind.

Finally, my gratitude also goes to those whom I cannot mention by names. May God bless them and make them prosperous.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... ix

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF APPENDICES ... xvi

LIST OF FIGURES ... xvii

LIST OF TABLES ... ……….………xviii

CHAPTER I INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 5

CHAPTER II THEORETICAL REVIEW A. Theoretical Description ... 9

1. The Theory of Reading ... 10

a. Reading Definition ... 10

b. Reading Purposes ... 12

c. Reading Comprehension ... 13

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e. Reading Skills and Strategies ... 16

2. The Teaching of Reading ... 16

a. Principles for Teaching Reading ... 17

b. The Stages in Teaching Reading ... 19

3. Strategies-Based Instruction ... 21

4. Integrating Strategies-Based Instruction (SBI) into the Reading Materials ... 24

5. 2006 Curriculum ... 31

6. Grade VIII Students of Junior High School ... 32

7. Instructional Design Model ... 33

B. Theoretical Framework ... 37

CHAPTER III RESEARCH METHODOLOGY A. Research Method ... 42

1. Conducting Research and Collecting Information ... 43

2. Planning ... 43

3. Developing Preliminary Form of Product ... 44

4. Conducting Preliminary Field Test ... 44

5. Conducting Main Product Revision ... 44

B. Research Participants ... 45

C. Research Setting ... 46

D. Research Instruments ... 46

1. Questionnaire ... 47

2. Interview ... 49

E. Data Gathering Technique ... 49

F. Data Analysis Technique ... 50

G. Research Procedure ... 52

CHAPTER IV RESEARCH RESULT ANDDISCUSSION A. The Steps in Designing the Materials ... 54

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a. The Data of the Questionnaire ... 55

b. The Results of Interviewing the Teachers... 63

2. Stating Instructional Goals, topics and General Purposes ... 66

3. Specifying the Objectives ... 69

4. Listing the Subject Contents... 72

5. Selecting Teaching Learning Activities and Materials ... 74

6. Conducting an Evaluation Survey ... 76

7. Revising and improving the Materials ... 80

B. The Presentation of the Designed Materials... 82

CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 84

B. Suggestions ... 86

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LIST OF APPENDICES

Appendix Page

APPENDIX A: Letter of Permission ... 92

APPENDIX B: Surat Keterangan Penelitian ... 94

APPENDIX C: List of Questions for Interview... 96

APPENDIX D: Questionnaire for Students ... 98

APPENDIX E: Questionnaire for Evaluating the Designed Materials ... 102

APPENDIX F: Gambaran Umum Materi ... 106

APPENDIX G: Syllabus ... 109

APPENDIX H: Lesson Plan... 116

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LIST OF FIGURES

Figure Page

Figure 2.1 Definition of Reading ... 11 Figure 2.2 Story Map ... 30 Figure 2.3 Kemp’s Instructional Design Model... 37 Figure 3.1 The Researcher’s Adapted Instructional Design Model ... 45

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LIST OF TABLES

Table Page

Table 3.1 The Descriptive Statistic of the Data ... 51 Table 4.1 The Data of the Questionnaire for Students ... 56 Table 4.2 The Indicators... 69 Table 4.3 The Description of the Respondents ... 76 Table 4.4 The Descriptive Statistics of the Materials Evaluation Survey... 77 Table 4.5 The Presentation of the Materials ... 83 Table 5.1 The Topics of the Designed Materials ... 85

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1 CHAPTER I INTRODUCTION

This chapter presents the introduction, which is divided into six main parts. The first part is the research background. The second part explains the problem formulation of this study. The third part shows the problem limitation. The fourth part deals with the research objectives and the fifth part with the research benefits. The last part describes the definition of terms.

A. Research Background

English is the first foreign language in Indonesia, which is taught to school students as a compulsory subject. The purpose of teaching English is that the students will have the ability in reading, listening, speaking, and writing using English. As a result, the students will have communicative competence in English. Having communicative competence in English enables them to explore information source conveyed in English. Furthermore, they will be more prepared to face globalization era, in which English is an important means of communication around the world.

Reading, like listening, speaking, and writing, is a part of the communicative competence of language users. By reading English text frequently, learners can improve their language proficiency. Learners‟ reading proficiency enables them to perform at levels of successful foreign language learners. It is because they can learn and acquire English vocabulary and structures trough

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reading activities. English reading skills will also support learners in getting any information which is written in English.

According to Anderson as edited by Nunan (2003: 68), “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.” Related to this fluent process, it may include steps taken by learners or learners‟ strategies. In reading, these strategies should be adjusted according to the purpose of reading and the types of reading texts. As a result, learners can build the meaning of their reading. It means that they can reach the goal of reading that is comprehension or understanding of the text.

Since language learning strategies especially reading strategies can support learners to improve reading skills, in this research, the materials to be designed use Strategies-Based Instruction or SBI which can be applied to all of the language skills. Cohen (1998: 81) defines Strategies-Based Instruction (SBI) as “a learner centered approach to teaching that extends classroom strategy training to include both explicit and implicit integration of strategies into the course content”. Diane Larsen-Freeman uses the term learning strategy training which definition can be said similar to Cohen‟s definition of SBI that is “training students in the use of learning strategies in order to improve their learning effectiveness” (2000:160). When Strategies-Based Instruction is used in reading class, it means that the language learning strategies to be taught are specified into reading strategies such as predicting, self questioning, skimming and scanning or any language learning strategies which are beneficial for reading activities.

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Language learning strategies can improve students‟ effectiveness in learning the target language. To teach students to use various kinds of strategies to develop their reading ability, the researcher decided to use Strategies-Based Instruction in designing the supplementary reading materials for grade VIII students of SMP N 1 Mungkid. In Strategies-Based Instruction, the teacher‟s job is not only to teach language but also language-learning strategies which will produce independent learners. Since the strategies are taught to students, they will never be in doubt about what the strategies are, where, and when they can be used, and how they are used.

Here the researcher tries to provide reading materials which offer the opportunity to promote reading strategies. Besides, the materials are interesting for the students and appropriate for their language level. Hopefully the materials can help the students to minimize their weaknesses that impede them in comprehending their reading such as the lack of background knowledge, problem with words recognition, difficulties with language system, etc.

It becomes general opinion that English should be taught as early as possible so that the students can have a better acquisition of English. It is just the same as the researcher‟s belief that language-learning strategies should be taught as early as possible so that the students can have better language skills. It becomes the thought of designing the materials for SMP (Sekolah Menengah Pertama) or Junior High School students. The earliest age in which language strategies can be taught is around 11-12. As it is said by Piaget (as cited by Woolfolk, 1995: 33) that starting from the age of 11, learners enter the final stage of cognitive

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development which can support them to learn about language learning strategies since they have already had the capacity to use hypotheses and abstract thinking.

B. Problem Formulation

From the background, the researcher formulates the problems as follows: 1. How is a set of English supplementary reading materials using

Strategies-Based Instruction for grade VIII students of SMP N 1 Mungkid designed? 2. What does a set of English supplementary reading materials using

Strategies-Based Instruction for grade VIII students of SMP N 1 Mungkid look like?

C. Problem Limitation

To limit the scope in order to be specific, this research focuses on designing a set of English supplementary materials using Strategies-Based Instruction (SBI) for grade VIII students of SMP N 1 Mungkid. The researcher also referred to 2006 curriculum for SMP (Sekolah Menengah Pertama) that will influence the goal of the designed materials. The materials are aimed to add or complete the existing materials. The materials emphasize on the enhancement of students independence in learning English especially reading.

D. Research Objectives This research aims to:

1. Find out how a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid is designed.

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2. Present a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N 1 Mungkid.

E. Research Benefits

The researcher hopes that the result of this research can be beneficial for teachers, students and material designers. The benefits could be clarified as follows:

1. For teachers:

From this research, teachers who are interested to improve their students‟ reading skills and language proficiency may use various activities to teach language learning strategies especially reading strategies in reading class.

2. For students:

Strategy Instructions in the materials of this research can improve students‟ comprehension and efficiency in reading. By using strategies, students will read in the way that strategic readers do.

3. For materials designers:

From this research, material designers will enrich their creativity and knowledge in designing English instructional materials especially reading materials.

F. Definition of Terms

Some terms will be mostly used in this thesis. Therefore, it is necessary to have their definition as follows:

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1. Reading

According to Anderson as edited by Nunan (2003:68) “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning”. Walter (2004: 49) defines reading as constructing meaning trough an active process of students‟ thinking, reasoning, and applying strategies. Reading in this study is defined as the process of receiving and interpreting information from a text by applying reader‟s skills and strategies. 2. Comprehension

In this study, the term „comprehension‟ refers to reading comprehension. Grabe & Stoller (2002: 17) said, reading comprehension means “…the ability to understand information in a text and interpret it appropriately”. In this study, comprehension is defined as how much a reader can get the information from a text and understand it.

3. Strategies-Based Instruction

According to Cohen (1998: 81) “Strategies-based instruction (SBI) is a learner-centered approach to teaching that extends classroom strategy training to include both explicit and implicit integration of strategies into the course content.” It is also known as learner strategy training which is defined by Freeman as (2000:160) “training students in the use of learning strategies in order to improve their learning effectiveness.” In this study, strategies-based instruction is defined as classroom instructions directed at learners in the use of language learning strategies.

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4. Strategies

In this study the term „strategies‟ refers to language learning strategies or learner‟s strategy especially reading strategies. Anderson as edited by Nunan (2003: 77) writes “Strategies can be defined as conscious actions that learners take to achieve desired goals or objective,…” Cohen (1998: 68) also uses the element of consciousness as he says “Language learning strategies are the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language.” In this study “strategies” is defined as learning processes which are consciously taken by learners during language learning to achieve the desired goals in language learning.

5. Foreign Language, Second Language and Target Language

The researcher clarifies the terms Foreign Language (FL), Second Language (SL), and Target language (TG) used in study. Cohen (1998: 4) writes:

Technically, learning a second language means that the language being learned is that which is spoken in the community in which it is being learned, while a foreign language is not spoken in the local community. The term target language simply refers to that language being learned, whether as a second or foreign language.

This study focuses on English as a foreign language teaching and learning. In this study, the terms foreign language, second language and target language are used interchangeably without contrasting the meaning. The same as Cohen (1998: 4), the researcher uses the term Second Language as it serves “as the generic term used to refer to both second and foreign language learning.”

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6. 2006 Curriculum

2006 curriculum is the latest curriculum proposed by Indonesian government.

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9 CHAPTER II

THEORETICAL REVIEW

This chapter presents the theories that underlie this research. The purpose of this chapter is to get the understanding of what the basic principles of the research are, so that the problems stated in the previous chapter can be answered. There are two parts of this chapter i.e. theoretical description and theoretical framework. In the theoretical description, the researcher presents some theories related to this study, they are: the theory of reading, the teaching of reading, Strategies-Based Instruction, integrating Strategies-Based Instruction into the reading materials, 2006 curriculum, grade VIII students of Junior High School and instructional design model. Meanwhile, in theoretical framework, the researcher discusses the relation among the concepts stated before as the basis of designing a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N I Mungkid.

A. Theoretical Description

This section presents related theories that support this research. There are seven areas discussed, namely, the theory of reading, the teaching of reading, Strategies-Based Instruction, integrating Strategies-Based Instruction into the reading materials, 2006 curriculum, grade VIII students of Junior High School, and instructional design model.

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1. The Theory of Reading

This part discusses reading definition, reading purposes, reading comprehension, types of reading text, and reading skills and strategies.

a. Reading Definition

To discuss reading, it is important to begin with the definition of the concept. Wallace (1992: 2) says “… reading itself will mean different things in different contexts,…”. Wallace gives some illustration how reading can mean different things in different context. The three of the illustrations are as the following: If a patient who is having a sight test reads a list of words, reading at this situation means identifying the words; if a moslem reads aloud the Koran he may probably just relate the written symbols to sound without knowing the meaning; if a reader reads an instruction or procedure in order to be able to take some action as a result, reading means interpreting. Thus, reading definitions have a relationship with the reader‟s purpose, whether it is to identify the words, decode the text, or relate the written symbols to sound or understand the text (Wallace, 1992: 3).

Reading as interpreting the text can be an appropriate definition in the context of language learning or any other subjects since the purpose is to comprehend the text. Reading as interpreting according to Wallace (1992: 4) is “… reacting to a written text as a piece of communication; in other words, we assume some communicative intent on the writer‟s part which the reader has some purpose in attempting to understand.” In reading, there is an interaction between

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the writer and the reader in which the reader creates meaning of the text by interpreting it.

Reading in a Foreign Language is different from reading in L1. To interpret or understand a text in an FL, FL students need skills and strategies. Their reading should be in a fluent process to become fluent readers. According to Anderson edited by Nunan (2003: 68), “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.” He also presents a figure as a representation or the definition of reading:

Strategies Fluency

Reading

The Reader

The Text

Figure 2.1 Definition of Reading (Anderson edited by Nunan, 2003:68)

The figure shows the overlapping circles among strategies, fluency, the reader, the text, and reading. The intersection shown in the figure represents reading.

Walter (2004: 49) defines reading as constructing meaning trough an active process of students‟ thinking, reasoning, and applying strategies. There are similarities between the definition given by Anderson and the definition given by Walter. Fluent process in Anderson‟s reading definition can be similar to active process in Walter‟s reading definition. In both definitions, applying strategies is also mentioned as an attempt to build meaning.

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b. Reading Purposes

At least a reader has one purpose in his/her reading. Usually the reading purpose is influenced by its setting. Not only in academic setting, in everyday life such as at home, in the street, in a market or in a public transportation, people do a lot of readings. In academic setting, readers sometimes read complex texts with the purpose of synthesizing the information. In everyday life, people read signs in the street to get the right direction, and at home, people read newspapers or magazines to be entertained or to use the information for a certain purpose.

To mention about reading purposes, it can be referred to the seven main headings of reading purposes classified by Grabe and Stoller (2002: 12), they are: reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write (or search for information needed for writing), reading to critique texts and reading for general comprehension.

In the context of reading in FL or L2, reading purposes can also be classified into three kinds of purposes as written by Wallace (1992: 65-69). Those purposes are:

1. Reading for Specific Purposes

Learners of ESP (English for Specific Purposes) and EAP (English for Academic Purposes) usually read texts from particular content areas such as engineering or medicine. As a result, their purpose becomes specific too, that is to gain the knowledge of a specialist area.

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2. Reading for General Purpose

Every EFL learner whether they are learners of ESP or not, they still need and want to be general readers. As general readers, they probably read many kinds of text types with various topics.

3. Reading for Pleasure in the Second Language

Different reader can have different choices of reading for pleasure in a second language or a Foreign Language according to their interest.

c. Reading Comprehension

It is often agreed that the main goal of reading is comprehension. Comprehension is also often connected to understanding about the information from written texts. Since comprehension is considered as a major importance in reading, many efforts are taken by readers when they do not understand the texts such as re-reading it and looking up unfamiliar words in the dictionary.

Comprehension is more complex than just understanding a text or interpreting a text appropriately. Grabe and Stoller (2002: 17) write that there are 10 processes involved in fluent reading comprehension as a set of necessary processes of reading comprehension. They write, fluent reading is:

1) A rapid process: It must occur rapidly in almost purposeful context so that the other processes will actively arise.

2) An efficient process: there should be an efficient combination among processes involved in comprehension.

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3) An interactive process: Various processes are conducted simultaneously and the linguistic information from the text interacts with information activated by the reader from long term memory, as background knowledge.

4) A strategic process: In order to be fluent, a reader needs to be strategic.

5) A flexible process: To be strategic, a reader should be able to read flexibly in line with changing purposes and the ongoing monitoring of comprehension. 6) An evaluating process: A reader must evaluate the text whether it is

appropriate with the purpose for reading.

7) A purposeful process: Reading is purposeful not only based on differing reading purposes but also individual purpose or task, whether imposed internally or externally.

8) A comprehending process: Understanding a text is the purpose of reading. 9) A learning process: Through reading, students can learn new information. 10) A linguistic process: It makes little sense to discuss or interpret a text without

engaging with it linguistically.

However, comprehension “can never be fully achieved” (Urquhart and Weir, 1998: 88). Urquhart and Weir‟s reason why it can never be fully achieved is that readers can never be sure that they “have totally entered the writer‟s mind”. Moreover, not all readings attempt to recover carefully author‟s meaning such as skimming and scanning. There are also various level of comprehension which are influenced by the reader‟s background knowledge, goals, interaction with the writer, etc (Urquhart and Weir, 1998: 88).

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d. Types of Reading text

Types of reading text are usually called genres. A definition of a genre given by Wallace (1992:145) is “…a text-type which has a distinctive form and content and which is socioculturally recognizable as serving a particular function, for example „short story‟, „business‟ letter‟, „theater program‟.” Discussing kinds of text are not only restricted to the discussion of literary forms such as novel, short story or poem. It also can be extended to describe other types of text, such as from the definition above it is said that business letter and theater program are also the examples of genres. The other examples are menu, shopping list, recipe, advertisements, etc.

Gerot and Wignel (1994) link the notions „genre‟ and „grammar‟. They present 14 genres namely: spoof/recount, recounts, reports, analytical exposition, news item, anecdote, narrative, procedure, description, hortatory exposition, explanation, discussion, reviews and commentary. According to them, genres are typified by social function, generic (schematic) structure, and significant lexicogrammatical features. Texts of different genres build up meaning through grammar in different ways. For example, Recounts which retell events tend to use past tense and focus on specific participants (Gerot and Wignell, 1994: 194). On the other hand, Reports which describe the way things are, tend to use simple present tense and focus on generic participants (Gerot and Wignell, 1994: 196).

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e. Reading Skills and Strategies

According to Grabe and Stoller (2002:17), “Strategies, for definitional purpose, are best defined as abilities that are potentially open to conscious reflection and use.” When reading strategies are a set of abilities under conscious control of the reader, reading skills are automatic (Anderson as edited by Nunan, 2003; Grabe and Stoller, 2002 ). The connection between strategies and skills can be like what Grabe and Stoller say that (2202:16) “… strategies are skills under consideration.”

There are different strategies of reading for different situations (Wallace, 1992: 57). The strategies a reader chooses will depend on the purpose for reading. For example, he might be reading for enjoyment, information, or to complete a task. If he is exploring or reviewing, he might skim his reading. If he is searching for information, he might scan for particular words. Depending on the purpose of reading, the type of the text, and the context of situation, a reader sometimes needs to adjust his/her reading strategies.

2. The Teaching of Reading

FL or L2 learners must be learners who have learned to read in one language. This part will discuss principles for teaching reading and stages in teaching reading which can be used by teachers to teach learners who are already literate in at least one other language or first language and are learning how to read in an L2 or an FL.

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a. Principles for Teaching Reading

To be successful in teaching reading in an FL, an FL teacher should adapt the principles for teaching reading. Anderson (as edited by Nunan, 2003) offers good Principles for teaching reading. According to him there are eight principles for teaching reading:

1) Exploit the reader‟s background knowledge

Because background knowledge can influence reading comprehension, it is important to activate students‟ background knowledge by setting goals, asking questions, making predictions, teaching text structure and so on.

2) Build a strong vocabulary base

Students‟ strong vocabulary base can support their success in reading. The focus of teaching vocabulary explicitly in reading class is for teaching general, basic vocabulary, while less frequent vocabulary are taught implicitly by teaching the students to use context to effectively guess the meaning.

3) Teach for comprehension

Reading class should more emphasize on teaching students how to comprehend the text rather than testing their comprehension. In doing so, the teacher can encourage students to use cognitive skills that include what strategies they can use to comprehend the text and metacognitive skills to monitor their comprehension process.

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4) Work on increasing reading rate

To increase reading rate, the focus is not to develop speed-readers, but fluent readers in which their reading rate and reading comprehension skills are in balance.

5) Teach reading strategies

Teaching students to use a range of reading strategies should be a prime of consideration in reading class to match their purposes for reading.

6) Encourage readers to transform strategies into skills

Reading teachers should encourage readers to transform strategies, conscious actions that learners take to achieve desired goals or objectives, into skills, strategies that have become automatic.

7) Build assessment and evaluation into your teaching

Both quantitative and qualitative aspects should be included in assessing the students‟ reading skills. Quantitative assessment is gathered from students‟ scores of their reading comprehension, while qualitative assessment is gathered from reading journal responses, reading interest surveys, and responses to reading strategy checklist.

8) Strive for continuous improvement as a reading teacher

Reading teacher‟s quality facilitates the success of second/foreign language readers. The success of reading teachers depends on how they facilitate their students to discover what work best in their reading.

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b. The Stages in Teaching Reading

There are three stages in teaching reading. The first stage is pre-reading activities. The second stage is whilst reading activities and the third stage is post reading activities.

1) Pre-reading Activities

The activities used in pre-reading serve as preparation to read a text. Students are required to construct much meaning of the text before they reading it. During pre-reading activities the teacher may:

- prepare readers for linguistic features in the following text, - prepare readers for conceptual or cultural difficulties, - draw on readers‟ existing knowledge and views,

(Wallace, 1992: 86) - build a vocabulary base

- establish a purpose(s) for reading

- motivate the students to want to do the reading (Durkin, 1987)

As a result, the students will be able to read the text more fluently or even more independently. Pre-reading activities enable students to reduce their dependent to the words on the text. They will also be able to minimize the disadvantages of having less proficiency than native speakers have in the language.

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2) Whilst-reading Activities

Whilst reading activities or while reading activities are the main part of reading activities. These activities invite students to come into the content of the text. In this part, students check their comprehension as they read. The students use all the new vocabulary and background information while they are reading. Therefore, the teacher must make sure that the preparation in the pre-reading activities allows the students to read the entire material fluently.

Wallace (1992: 93) says “Many while-reading tasks, with the aim of encouraging active and reflective reading, attempt to promote the kind of dialogue between reader and writer. Different genres offer opportunities for different activities of this kind.” Different genres mean different purpose for reading. Thus, the examples of different activities stated above can be when students are reading for specific information, students need to ask themselves: have they obtained the information they were looking for? When reading for pleasure, students need to ask themselves: do they understand the story well to enjoy the reading?

3) Post-reading Activities

Post-reading activities are evaluation of reading class activities. The activities may be done either orally or written. Post-reading activities in the form of questions of evaluation and personal response connect information in the text to the outside world which consist of students own knowledge and experiences (Urquhart and Weir, 1998:187). Other activities in post-reading can be

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problem-solving discussion, concluding and summarizing text, games, puzzle, role-play etc.

3. Strategies-Based Instruction

Before discussing Strategies-Based Instruction, in this section, the writer would like to discuss firstly the definition of the term language learning strategies and the position of reading strategies in language learning strategies.

Cohen says (1998:68) “Language learning strategies are the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language.” Since language learning strategies must be conscious actions, consciousness in language learning strategies differentiates these processes from other processes that are not strategic (Cohen, 1998:4).

Strategies in language learning include a range of substrategies from more general to more specific. For example, “forming concepts and hypotheses about how the target language works” is a general strategy, while “improving reading comprehension in the new language” is a specific strategy which has many strategies that are more specific (Cohen, 1998:9). The examples of the more specific strategies in improving reading comprehension can be skimming, scanning, activating background knowledge, summarizing, etc.

Pertaining to the terms that refer to language learning strategy, the literature includes other terms such as technique, tactic, move, macro-strategies and micro strategies (Cohen 1998:10). Cohen says (1998:10) "A solution to the

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problem would be to refer to all of these simply as strategies, while still acknowledging that there is a continuum from the broadest categories to the most specific or low-level.”

Language learning strategies can contribute success to language learning whatever the skills are. The researcher finds that it is best to adapt one of the options for providing strategy training that is Strategies-Based Instruction in designing the reading materials in this study to develop learners as strategic language learners. In Strategies-Based Instruction, students are explicitly taught how, when, and why strategies can be used to facilitate language learning and those strategies are integrated into the course content explicitly or implicitly (Cohen1998: 81). It means that Strategies-Based Instruction facilitates students to become more aware of the range of possible strategies that they can consciously select during language learning and language use. Moreover, they can use those strategies appropriately.

In a typical SBI classroom strategy-training situation, the teachers (Cohen 1998: 81):

1) describe, model, and give examples of potentially useful strategies;

2) elicit additional examples from students based on the students‟ own learning experiences;

3) lead small-group/whole class discussion about strategies (e.g. reflecting on the rationale behind strategy use, planning an approach to a specific activity, evaluating the effectiveness of chosen strategies);

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5) integrate strategies into everyday class materials, explicitly and implicitly embedding them into the language tasks to provide for contextualized strategy practice.

The components of explicit (as well as implicit) integration of learning strategies into everyday class materials differentiate SBI from other options for providing strategy training (Cohen, 1998:82). From what the teachers do in a typical SBI classroom strategy-training it can be said that SBI expands the role of teachers. Teachers‟ job is not only to teach language content but also how to learn the language or language learning strategies.

The goal of SBI is to help foreign language students become more aware of (Cohen, 1998: 82):

1) how they learn most effectively;

2) how they can enhance their own comprehension and production of the target language; and

3) how they can continue to learn on their own and communication in the target language after they leave the language classroom.

In brief, SBI encourages learners to be responsible for their own learning, not only at the time they are joining SBI classroom but also in their further learning. It is because they can transfer their ability to use language learning strategies in new situations.

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4. Integrating Strategies-Based Instruction (SBI) into the Reading Materials In SBI, Cohen says (1998: 114) “strategies are integrated into everyday class materials, and may be explicitly or implicitly embedded into the language task”. By integrating strategies into teaching materials, students can learn how to learn a foreign language while they are learning the language content. Cohen writes (1998: 66-67), “Students can improve both their learning skills and their language skills when they are provided with the necessary tools to:

1) self-diagnose their strengths and weaknesses in language learning;

2) become more aware of what helps them to learn the language they are studying most efficiently;

3) develop a broad range of problem-solving skills;

4) experiment with both familiar and unfamiliar learning strategies; 5) make decision about how to approach a language task;

6) monitor and self-evaluate their performance; and 7) transfer successful strategies to new learning context.”

In integrating Strategies-Based Instruction into the reading materials designed in this study, the researcher refers to Cohen‟s first two options for how to conduct SBI. Cohen writes “Teachers have at least three options for how to conduct SBI”:

1) They start with the established course materials and then determine which strategies to insert and where.

2) They start with a set of strategies that she wishes to focus on and design activities around them.

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3) They insert strategies spontaneously into the lessons whenever it seems appropriate.

As it has been said before, the researcher in this study adapts the first two options above. First, after the reading passages have been collected, then the strategies to insert and where are determined adjusting with the type of each passage. Next, the activities around the strategies are designed.

Below are the strategies employed in the materials: 1) Predicting

Predicting is planning strategy. According to Urquhart & Weir (1998:185) “After taking the decision to read a text, this strategy is used to anticipate the content of a text; to make hypotheses about the macroproposition it might contain.” To anticipate what is to come in the passage readers may predict the vocabulary, content, and rhetorical structure of the text.

Levine (as edited by Day, 1993: 35) suggests that through prediction strategies, a reading teacher can promote basic understanding of new vocabulary through prediction strategies. It results a better understanding of the text and motivation to read the text to confirm their guesses.

Edwin (as edited by Day, 1993: 44) writes that when readers practice prediction of the structure of a text they will have a ready-made context for interpreting hierarchies of ideas as well as vocabulary. This activity asks students to skim titles and subtitles for clues to how the text is organized. It demands the

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teacher to introduce possible rhetorical structures such as narrative, report, procedure, problem/solution, etc.

2) Self Questioning

To enhance comprehension, in starting to read, readers can use self-questioning strategy. Good self-self-questioning strategy promotes cognitive processes such as inferencing, monitoring, understanding and concentrating to text structure (Urquhart and Weir, 1998: 186). In this strategy, readers produce questions they expect the text to answer. Spiegal (1981) as cited by Vacca and Vacca (1989:149) suggest the development of an „Expectation Outline‟ to help students ask questions about the text. The following are the directions of a variation on the „Expectation Outline‟ called „Your Own Question‟ (Vacca and Vacca, 1989: 149): a) Have the students listen to or read a portion of text from the beginning of a

selection.

b) Ask students to write five to ten questions that they think will be answered by reading the remainder of the selection.

c) Discuss some of the questions asked by the students before reading. Write the questions on the board.

d) Students then read to see if questions are answered.

e) After reading, which questions were answered? Which weren‟t? Why not? This strategy may have links with predicting and previewing strategies. The questions in self-questioning may invite prediction or demand the students to preview the material.

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3) Skimming

Skimming is used to quickly identify the main ideas of a text. According to Urquhart and Weir (1998:213) skimming is rapid in the rate of reading that “involves processing a text selectively to get the main idea(s) and the discourse topic as efficiently as possible, which might involve both expeditious and careful reading and both bottom-up and top-down processing.” They add that purposes for using this strategy might include:

a) To establish a general a general sense of the text

b) To quickly establish a macroproposional structure as an outline summary c) To decide the relevance of texts to establish needs

In skimming, a reader may reading the first and last sentence of each paragraph carefully, identifying discourse markers, noting repeated key content words, identifying markers of importance, skipping clusters of detail, glancing at any non-verbal information, etc (Urquhart and Weir, 1998:214).

4) Scanning

When a reader knows what he is looking for, so he is concentrating on finding a particular answer. The same as skimming, scanning is also rapid in the rate of reading. According to Urquhart and Weir (1998: 215), scanning involves moving the reader‟s eyes quickly down the page seeking specific words/phrase, figures/percentages, dates of particular events, or specific items in an index/directory.

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5) Dealing with Unknown Words

One of the best ways to acquire vocabulary in a Foreign Language may be trough reading. By reading, students learn vocabulary from context. Learning vocabulary from context can promote meaningful learning.

It is said (top-down models of reading) that to be fluent readers, students should avoid word by word comprehension. However, in reading there are words which may be unfamiliar to students but they are important for comprehension of the text. Nutall (1996: 67-77) as cited by Urquhart and weir (19988: 199) provides valuable activities as strategies for dealing with difficult words which are important for comprehension:

a) Looking for structural clues

b) Grammatical function: its place in the sentence c) Morphology: its internal structure

d) Inferencing its meaning from context

e) Using a dictionary for unknown key words not accessible by other means. Paran (1991,193) as cited by Urquhart and Weir (1998: 199) also offers exercises as strategies that might be used to help students to acquire the meaning of words such as:

a) Relating a new word to a known word

b) Contrasting a word with another word in the sentence c) Understanding the sentence as a whole

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e) Relating a word to a word in L1

Urquhart and Weir (1998:199) say, “It is noticeable that top-down techniques are being used here on occasion.”

6) Making a Story Map

Making text map is one of the ways to enhance students‟ comprehension of the text. Grabe and Stoller use the term graphic organizers for map which shows patterns of rhetorical organization through visual display. The visual displays can be in various kinds of forms such as time lines, Venn diagrams, compare/contrast matrices, flow charts, bar graphs, pay chart grids, family trees etc (Grabe and Stoller, 2002: 216).

Related to choosing of this strategy, the researcher wanted to focus on story map. It means that the type of text to be explored is narrative. According to O‟Malley and Chamot (1994: 288) a story map identifies the story main features and sequence of events which can help increase students‟ comprehension of a story. As a language learning strategy, O‟Malley and Chamot (1994) categorize making story map as one of taking notes strategy. Figure 4.2 on the next page presents an example of story map format proposed by O‟Malley and Chamot (1994: 289).

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Figure 2.2 Story Map 7) Self-evaluation

In self-evaluation, students evaluate their progress in their learning. Questions of evaluation and personal response can be done either orally which is in the form of discussion and exchange of views or in writing (Urquhart and Weir, 1998:187).

According to Chamot, Kupper, and Impink-Hernandez, 1988 as cited by O‟Malley and Chamot (1990: 137), Self-evaluation may consist of:

a) Production evaluation: checking one‟s work when the task is finished. b) Performance evaluation: judging one‟s overall execution of the task. Name:____________________________ Date:_______________________

Title of story________________________________________________

CHARACTERS TIME AND PLACE

PROBLEM:

EVENTS

PROBLEM SOLUTION:

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c) Ability evaluation: judging one‟s ability to perform the task.

d) Strategy evaluation: judging one‟s strategy use when the task is completed. By doing self-evaluation, students will be able to identify their strengths and weaknesses so that they can do better next time.

5. 2006 Curriculum

2006 curriculum is also called KTSP (Kurikulum Tingkat Satuan Pendidikan). This is the latest curriculum proposed by Indonesian government. According to 2006 curriculum, SMP/Sekolah Menengah Pertama (Junior High School) students are targeted to achieve functional literacy level, meaning that they are expected to be able to communicate in the form of both written and oral to solve everyday problem or to fulfill everyday needs such as reading newspapers, magazines, manuals, etc. having communicative competence in English enables students to explore knowledge and information conveyed in English. Students‟ understanding of the connection between language and culture are expected to be developed since language competency also involves knowledge of the target language‟s culture.

In this study, the scope of English teaching and learning is specified to reading skill. The discourse ability is specified to comprehend various written texts in the form of descriptive, recount and narrative. The strategic competence is specified into reading strategies.

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6. Grade VIII Students of Junior High School

This research intended to design supplementary English reading materials for grade VIII of SMP/Sekolah Menengah Pertama (Junior High School). The average age of grade VIII students is around 13 to 14 years old. Can teachers teach about language learning strategies to these students? By knowing how these students think and how their thinking develops teachers can decide whether they are ready to learn language-learning strategies or not.

The older the learners are the greater cognitive abilities they have. According to Woolfolk, cognitive development refers to “changes in thinking and understanding” (1995: 33). According to Piaget (as cited by Woolfolk, 1995: 33) starting from the age of 11, learners enter the final stage of cognitive development namely formal-operational stage with the following characteristics: “Able to solve abstract problems in logical fashion; Becomes more scientific in thinking; Develops concerns about social issues, identity”. Related to their cognitive abilities development, Syah (2003:33) says that learners in this final stage have had the ability to coordinate whether simultaneously and orderly, two kinds of cognitive abilities; they are capacity to use hypotheses and capacity to use abstract thinking.

According to Oxford (1990: 11), one of the features of language learning strategies is problem orientation. She says that strategies are tools to solve problem, accomplish a task, meet an objective or attain a goal. Learners who have entered formal operational stage are able to use learning strategies effectively as it

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is said by Syah (2003:37) that those learners are able to think hypothetically in solving a problem with relevance hypotheses.

The capacity to use abstract thinking also supports learners‟ ability to apply learning strategies. Ellis says (1985: 108):

The onset of abstract thinking that comes around the age of twelve with the final stage of cognitive development, as described by Piaget (i.e. Formal Operations), means that the learner is predisposed to recognize differences as well as similarities, to think flexibly, and to become increasingly de-centered. As a result he possesses a strong meta-awareness.

It means that learners are aware that they can consciously take steps to accomplish a task that called strategies. They use these strategies flexibly adjusting the type of task or problem they face in learning. They can also evaluate and monitor their strategies or they can be reflective in learning and using learning strategies. 7. Instructional Design Model

In this section, the researcher would like to discuss some basic consideration in making the instructional materials design. Kemp‟s model is the only instructional design model which is adapted in designing the intended materials in this research Kemp‟s model lies on the existence of the concept that design and development process may start from any step and then move back and forth to the other steps whenever the designer is ready. Therefore, it can be said that Kemp offers a flexible model which makes the researcher chooses it as the instructional design model for her research in designing a set of reading materials.

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According to Kemp (1977: 8), an instructional design model should be able to fulfill essential elements of instructional technology. Those essential elements are characterized by three important questions. The questions are:

1) What must be learned? (objectives)

2) What procedures and resources will work best to reach the desired learning levels? (activities and resources)

3) How will we know when the required learning has taken place? (evaluation) In designing the program development to supply answers to the three questions, there are steps consist of eight parts as listed below (Kemp, 1997): 1) Goals, Topics, and General Purposes

The design begins with considering goals, listing topics, and then stating the general purposes for teaching each topic. The broadly stated goals as the basis of the program can be derived from three sources, namely society, learners, and subject areas. To achieve the expected goals, major topics are selected which will become the scope of the course or program in the content area. Then, the general purposes of each topic are listed to determine what generally expected to learn to achieve the goals of the program.

2) Learner Characteristics

The second step is enumerating the important characteristics of the learners for whom the instruction is to be designed. The selection of 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 should be based on the

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learners‟ characteristics which include learners capabilities, needs and interests. The designer can get that information from questionnaires, interviews, and also from pre-test before the course or the program is conducted.

3) Learning Objectives

The third step is specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. Learning objectives answer the question of what students should know or be able to do, or in what ways they should behave differently, after studying each topic. In order to be the learning guideline, all objectives must be stated in the form of activities that will guide the learning process.

4) Subject Content

After specifying the learning objectives, the next steep is listing the subject content that supports each objective. Subject content consist of the selection on organizing of the specific knowledge (facts and information), skills (step-by step procedures, conditions, and requirements), and attitudinal factors of any topic. 5) Pre-Assessment

The fifth step, developing pre-assessment is important in finding out: (1) to what extent each student has acquired the necessary prerequisites for studying the topic and (2) what the students may have already mastered about the subject to be studied. The information from the pre-assessment ensures that learners do not waste their time on things they have already known and measures the learners‟ readiness in following the planned instruction.

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6) Teaching/Learning Activities and Resources

The sixth step is selecting teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. The designer determines effective and efficient instructional methods first, after that, select materials to provide learning experiences that will utilize the content associated with each objective.

7) Support Services

In this step, the designer coordinates such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. 8) Evaluation

The last step is evaluating students‟ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. It is used to test whether the materials are successfully implemented for the learners or not, and whether the materials are appropriate for the learners or not.

Figure 2.3 illustrates the relationship of each step in the plan to the other steps (Kemp, 1977:9).

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Figure 2.3 Kemp’s Instructional Design Model (1977: 9) B. Theoretical Framework

In this section, the researcher would like to summarize and synthesize all major relevant theories which help her solve the research problems and also relate the theories with the research.

Reading in language learning is very important, as well as other skills. It is a complex skill which raises so many different definitions. Reading is not a matter of decoding a text, but more than that, reading is a kind of communication between the writer of the text and the reader. The reader is expected to understand the text. Thus, the goal of reading is comprehension.

Every reader has a purpose(s) in his or her reading. A person may read in order to gain information or verify existing knowledge. A person may also read

Teaching/ Learning Activities and Resources

Pre-Assessment

Subject Content Support

Services

Learning Objectives Goals, Topics,

and General Purposes Evaluation

Learner Characteristics

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Unit 7

Atalanta, Beautiful Athelete of Greece Rhetorical steps:

 Orientation  Complication  Complication  Complication  Complication  Resolution Vocabulary matching: Paragraph 1

 Bangga (3)  Mempesona (1)  Rusa (2) Paragraph 2  Tersebar (2)  Pelosok (3)  Bakat (1) Paragraph 3

 Padang rumput (1)  Mengalahkan (3)  Terkesan (2) Paragraph 4  Berkumpul (3)  Memohon (2)  Membisikkan (2) Paragraph 5  Menjatuhkan (4)  Melempar (2)  Berlutut (5)  Senang (3)  Mendahului (1) Paragraph 6

 Pada awalnya (2)  Kasih sayang (3)  Mencurangi (1) Task A

1. They are Atalanta and Greek Prince. 2. The setting of the story is ancient Greece. 3. Atalanta was arrogant to the noblemen who

wanted to marry her.

4. The prince asked for help to the Goddes of Love.

5. No she did not. Task B

Story map Title of story:

 Atalanta, Beautiful Athelete of Greece Characters:

 Atalanta and Greek Prince. Time and place:

 Ancient Greece Orientation:

 Atalanta was a beautiful but arrogant Greek lady. She could run as fast as a deer. Complication:

 Atalanta was arrogant to the noblemen who wanted to marry her. A Greek prince wanted to marry her but he must defeat Atalanta in a running race. The prince asked for help to the Goddess of love and she gave him three golden apples. In the race the prince threw the golden apples one by one so that Atalanta forgot about the race but picked up the apples. Finally the prince won the race.

Resolution:

 At first Atalanta was angry but then she

understood the prince’s love and affection to

her. They finally got married and lived happily ever after.

Moral:

 Don’t be arrogant. Vocabulary in context: 1. Bangsawan 2. Perlombaan 3. Seluruh 4. Jalan

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Around the World Rhetorical steps:  Orientation  Event  Event  Event

Vocabulary matching Paragraph 1  Penjelajah (4)  Rombongan (3)  Kapal layar (1)  Serbuk kayu (2) Paragraph 2  Samudera (2)  Sisi (3)  Awak kapal (1) Paragraph 3

 Rempah-rempah (2)  Memutuskan (3)  Ujung (4)  Pemimpin (1) Paragraph 4  Menemukan (4)  Tenggelam (3)  Jalan pintas (6)  Buruk (5)  Perjalanan (1)  Memberontak (2)

Paragraph 5  Sampai (2)  Membvuktikan (3)  Bencana (1) Task A 1. B 2. C 3. A 4. B 5. D Task B

1. Because if the Earthy was round, as some people said, surely he would get to the spice island just as easily by sailing round the tip of South America

2. Because, first the men rebelled, then one of the ships sank, and then came the terrible crossing of the unknown ocean, during which 19 men died.

3. 18 people got all the way home.

4. They arrived in Spain in September 1522 5. Yes they had

Vocabulary in context: 1. Berharga

2. Mengerikan 3. Selat 4. Pertempuran

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Unit 9

The Five Chinese Brothers Rhetorical steps:  Orientation  Complication  Complication  Complication  Complication  Complication  Complication  Complication  Resolution Vocabulary matching: Paragraph 1

 Terbakar (3)  Mengulurkan (2)  Menelan (1) Paragraph 2  Memancing (1)  Kerang (3)  Ikan (2) Paragraph 3  Meluap (2)  Waktu singkat (3)  Menghilang (4)  Sakit (1) Paragraph 4

 Pelaksanaan hukuman (2)  Hakim (3)

 Dijatuhi hukuman (1) Paragraph 5

 Pedang (2)  Mengangkat (1)  Ditenggelamkan (3) Paragraph 6

 Keluar kapal (1)  Tieng pembakaran 93)  Dasar laut (2) Paragraph 7

 Kerumunan orang banyak (3)  Dinyalakan (1)

 Mencekik (2)

Paragraph 8

 Fajar menyingsing (3)  Lubang (1)

 Tertutup (2) Task A

1. They are five Chinese brothers, a small boy, a judge, and villagers.

2. The setting of the story is once upon a time in China.

3. A small boy asked if the first brother could go fishing with him

4. They asked the judge if they could say goodbye to their mother before they died. 5. Because they’d tried everything to punish the

brother but nothing had worked. Task B

Story map Title of story:

 The Five Chinese Brothers Characters:

 Five Chinese brothers, a small boy, a judge, and villagers.

Time and place:

 The setting of the story is once upon a time in China.

Orientation:

 There were five Chinese brothers. The first could swallow the sea. The second had an iron neck. The third could stretch his leg for miles. The fourth could not be burned. The fifth could hold his breath forever.

Complication

 A small boy asked the first brother to go fishing with him but he disappeared in the sea because he did not return when the first brother signaled. The villagers did not believe

the first brother’s story so he was condemned

to have his head cut off. The second brother replaced the first brother. The villagers decided that he must be drowned. The third brother replaced the second brother. The villagers decided to burn him. The fourth brother

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forth brother. Resolution

 The villagers had tried everything to punish the brother but nothing had worked. So they decided that the brother was innocent.

Vocabulary in context 1. Memberi tanda 2. Ombak 3. Sia-sia 4. Tidak bersalah

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Unit 10

The Legend of Remus and Romulus Rhetorical steps:

 Orientation  Complication  Complication  Complication  Complication  Resolution Vocabulary matching Paragraph 1  Memaksa (4)  Melawan (2)  Kembar (5)

 Tempat Pengasingan (3) Paragraph 2

 Budak (2)

 Memerintahkan (1)  Mengapung (5)  Kesempatan (4)  Tempat buaian (3) Paragraph 4

 Tertangkap (2)  Menyerang (4)  Tawanan (3)  Penggembala (1) Paragraph 5  Tepi sungai (2)  Berdebat ( 3)  Daerah Pedalaman (1) Paragraph 6

 Untuk menghormati (3)  Mengejek (1)

 Tinggi (2) Task A

1. They are Remus, Romulus, Amulius, Numitor, Rhea Silvia, Faustulus, a wolf and a slave 2. The kingdom of Alba Longa and the River

Tiber.

3. The slave left the twins in their cradle. 4. He told Romulus and Remus what had

happened to him and their mother.

5. Because Remus teased his brother about the height of his city walls, saying they were too low.

Task B Story Map Title of story:

 The Legend Of Remus and Romulus Characters:

 Remus, Romulus, Amulius, Numitor, Rhea Silvia, Faustulus, a wolf and a slave

Time and place:

 The kingdom of Alba Longa and the River Tiber.

 The story does not tell the time Orientation:

 The king of Alba Longa Amulius fought his brother Numitor and sent him into exile away

from his family. He forced Numitor’s daughter

to be a vestal virgin but some time later she gave birth to twin boys.

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into the river Tiber but the slave gave the twins chance to alive. A wolf rescued the twins. Then Faustulus, a shepherd, took care of the babies. One day the twins met Numitor, their grandfather. Numitor told the twins what happened to him and their mother. Then the twins killed Amulius. The twins came back to the banks of the River Tiber and wanted to build a city. But they argued about where the city should be build. Finally they built two cities.

Resolution:

 The twins did not stop arguing. They fight and Romulus killed Remus. Romulus became the king of the new city called Rome.

Moral:

 Love your family. Be nice to your brothers and sisters

Vocabulary in context: 1. Melahirkan 2. Mengapung 3. Menyelamatkan 4. Tahanan

A set of english supplementary reading materials using strategies-based instruction for grade VIII students of SMP N 1 Mungkid.

This thesis is dedicated to:

My Lord, Allah SWT

My Prophet, Muhammad SAW

My beloved family

My teachers and lecturers

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A set of english supplementary reading materials using strategies-based instruction for grade VIII students of SMP N 1 Mungkid.

This thesis is dedicated to:

My Lord, Allah SWT

My Prophet, Muhammad SAW

My beloved family

My teachers and lecturers

Unit 7

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