THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY The Instructional Design for Teaching of Reading Skill at Grade X, SMA N 2 Pati: Naturalistic Study.
THE INSTRUCTION
RUCTIONAL DESIGN FOR TEACHING
NG OF READING
R
SKILL AT GRADE X,
X SMA N 2 PATI : NATURALISTIC
RALISTIC STUDY
MANUSCRIPT PUBLICATION
Manuscript
cript Pub
Publication in Partial Fulfillment of the Requirem
Requirements for the
Degree of Magister
Magi
in Language Study of Graduate Program Magister of
Muhammadiyah University of Surakarta
Written by:
SRI AMBAR WIYATI
NIM S200120044
GRADUATE PROGRAM
MA
MAGISTER
OF LANGUAGE STUDY
MUHAMM
UHAMMADIYAH UNIVERSITY OF SURAKARTA
AKARTA
2014
i
ADVISORS’ APPROVAL
THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING
SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY
by SRI AMBAR WIYATI
NIM S200120044
Manuscript Publication has been approved by the advisors to be examined by the
board of examiners.
First Advisor
Second Advisor
Prof. Endang Fauziati
Agus Wijayanto, Ph. D
ii
The Instructional Design for Teaching of Reading Skill
at Grade X, SMA N 2 Pati: Naturalistic Study
Ambar wiyati, Sri. S200120044. The Graduate Program Magister
of Language Study Muhammadiyah University of Surakarta.
ABSTRACT
Reading is important skill as a means of developing second language competence. Those
who read more will have larger vocabulary. As the result, they do better on test of
grammar, writer better and spell better (Krashen, 1993). English teachers take a central
role to help the students to achieve the reading competence, so they need knowledge of
instructional design. This study was conducted to describe the instructional design for
teaching of reading skill at Grade X, SMA N 2 Pati. The data of this study were the reading
teaching learning of two English teachers at grade X, teachers’ and students’ interview.
Each English teacher was recorded twice. The instructional design for teaching reading
were: 1)the learning objectives, 2)the syllabus, 3)classroom procedure, 4)classroom
reading techniques, 5)the instructional material, 6)teacher’s role, 7)student’s role,
8)media, 9)assessment. The data were analyzed based on the theories of instructional
design components from Richards and Rodgers (1987: 146) in Fauziati (2009: 17-20),
Fauziati (2010: 191-192, 207), Moore and Kearsley (1996), Harmer, J. (2004: 56-63, 78-79,
295-300). Meanwhile, classroom reading strategies were analyzed from Brown H. D.
(2000).The result shows first that the components of instructional design for teaching
reading at grade X, SMA N 2 Pati that have applied based on the theory: the learning
objectives, the syllabus, classroom procedure, classroom reading techniques, teacher’s
role, student’s role, media, assessment. Second, one of the teacher sometimes selected
instructional material not related with syllabus. The nine components of instructional
design were only one that was not properly done, so it was concluded that instructional
design for teaching reading at grade X, SMA N 2 Pati has been done well. This findings of
the study will hopefully give contribution to improve delivery of instruction and makes the
teaching learning of reading effective, efficient.
Key words: Reading Skill, Instructional Design, Instructional Design Elements
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INTRODUCTION
In Indonesia, English is as a foreign language which is a compulsory subject in Senior High
School. It is used all over the world, so that it is important language, learning English has
four skills that are listening, speaking, reading and writing competence and becomes a
need for the students. It is stated by Chomsky (2002), Reading is an important skill, it is a
means of developing second language competence. In other words, reading ability affects
the other skills. It is supported by study done by Kirn and Krashen (1997). They
investigated five female adults acquired English as a second language. The study shows
that the success of a learning a second language is by taking the power of reading. So by
reading a lot, the students could improve their English. Student needs a will to read.
When they to read, they do reading more often and with more effort. They become
engaged in reading (Gee, 1999). Successful readers have a positive attitude toward
reading, read more and so become better readers. As better readers, they have a large
vocabulary. In this case, the teacher should motivate the students to read. In the final
exam, the total test number is fifty numbers that consists of fifteen listening numbers
and thirty five reading numbers, so the total reading numbers is 70 %. It means that
reading comprehension is the largest target to achieve the final exam. The function of
teacher should be creative in the teaching learning process. They should be able to create
the instructional design.
Teachers create lesson plans to prepare the teaching, communicate the
instructional activities regarding specific subject matter, and based on curriculum that
consists of goals, purposes, and topics to be taught to what actually happens in
classrooms as individual teachers adapt and carry out instruction. (Richar L. Arends and
Ann Kilcher, 2010: 79). The lesson plan contains of student learning objectives,
instructional procedures, the required materials, and some written description of how the
students will be evaluated. The best teacher must create the good lesson plan or to be
good planner and thinker. After creating the lesson plan, teachers must select the right
material and media that should be suitable with syllabus or curriculum. Materials or
textbooks are the center of instruction that will influence on what goes on in the
classroom activity. It means that textbook is important in teaching and learning process.
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Teachers must know how to choose the material and media for instruction, how to make
supplementary materials for the class, and how to adapt materials. Beside of lesson plan
and materials that must be created by teachers, doing evaluation must be done. The
evaluation purpose is to get feedback from students. The suitable test for teaching is
achievement test. According to Jeremy Harmer (2001 : 321), stated that achievement
tests are designed to measure learners' language and skill progress in relation to the
syllabus they have been following. Achievement test only work if they contain item types
which the students are familiar with ,for example, Teachers give students texts which
have been seen before, it does not mean providing the students with similar texts, but
different texts which have similar type. This test should reinforce the learning that has
taken place, not go out of their way to expose weaknesses. The test can also help teachers
to decide on changes to future teaching programmers where students do significantly
worse in parts of the test than teachers might have expected. It is stated by Gage (1983:
73) that to satisfy the practical demand of education, theories of learning must be "stood
on their head" so as yield theories of teaching, so English teacher must help students how
to do something, giving instruction, do evaluation. The learning process that concerned
with students, real interaction, and understanding of language studied by children are
same as learning to their mother unconsciously that they are studying language. Teacher
is one of the professional work in Indonesian. Their responsibility is hard and complicated,
so They must become members of teacher's organization, joint workshops to share ideas,
write articles, journals, action research to improve the teaching and learning process.
The reasons for choosing this topic is because of the crucial function of the
instructional design for teaching of reading skill, especially at grade X, SMA N 2 Pati, as
follows :
1. People and students in Pati want to continue their study at State Senior High School,
because students and parents belive that this school make students be useful in their
future, so the schools become precious, well known, and favorite. This assumption must
be kept for teachers to improve the teaching learning process. To achieve the goal,
teachers must have teacher knowledge, leadership, networking, teacher-centered
classrooms, and teacher-centered instruction. It is stated by Richard l. (Arends and
Kilcher, 2010: 390)
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2.The instructional design for teaching of reading skill, at grade X, SMA N 2 Pati is not be
paid attend by English teachers. The Instruction design for the teaching of reading skill is
significant in academic research in order practitioners of education know the
development of the practice so that they can determine what they have to keep and
change. Related to the context, this research relates to instructional design for teaching of
reading skill at grade X SMA N 2 Pati. That is why the problem is very essential to be
observed.
UNDERLYING THEORY
The understanding of some research theories is essential in the study. The writer
discusses the theories related to the research. Reading is one of the language skills which
needed be taught in language classroom. Students need to be able to read texts in English
either for their careers, for study, or simply for pleasure. (Fauziati, 2010: 32). It is stated
by Harmer (2005: 68), Reading texts also provide opportunities for students to learn
vocabulary, grammar, pronunciation and even good models for English writing- the way
sentences, paragraphs, or texts are constructed. Last but not the least, reading texts can
introduce interesting topics and stimulate discussion.The ways of handling a reading class
of which the emphasis on improving learners' reading skill are related to the classroom
activity and classroom procedure.
English teachers should design the learning program in order
to reach the
teaching goal program, so It is expected to make the effective plan. It needs the English
teacher to be creative, because teaching is thinking process and the art of expression.
Instructional design is both a science and an art. Instructional design is one of the teacher
skills to conduct the students in the learning activities. There are various of meaning that
will discuss it. According to Moore and Kearsley (1996), in F. Martin journal (2011: 956)
stated that instructional design is a system of developing well-structured instructional
materials using objectives, related teaching strategies, systematic feedback, and
evaluation. Meanwhile, Rob Koper and Colin Tattersall (2005: 4) explained that
Instructional Design is the task that is designed by teacher to reach the learning objectives.
However the other experts discussed that Instructional design is the practice of creating
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"instructional experiences which make the acquisition of knowledge and skill more
efficient, effective, and appealing.
Richards and Rodgers (1978: 146) stated that design specifies the relationship
between theories of language and theories of learning to both the Instructional Design is
the systematic development of instructional specifications using learning and instructional
theory to ensure the quality of instruction. It is the entire process of analysis of learning
needs and goals and the development of a delivery system to meet those needs. It
includes development of instructional materials and activities; and tryout and evaluation
of all instruction and learner activities.
Learning objectives are statments that describe what a learner will be able to do
as a result of teaching. The researcher focused on the English teaching reading at grade X,
SMA N 2 Pati. English teachers had to teach reading competence to reach the target of
English lesson that included in the syllabus. The English teachers at grade X, SMA N 2 Pati,
created the learning objective based on the theory in (Fauziati, 2010: 191-192). It consists
of: student. Student will do, knowledge/skill. The scottish higher education council: 1998):
personal transferable skill, what students will do, acquire further knowledge and skill.
Syllabus is an outline of specific course prepared by instructor. It is named
"Curriculum" that made by government. Teacher had studied it before doing teaching at
class. Every syllabus needed to be developed on the basis of certain criteria, such as ‘learn
ability’ and ‘frequency’ which can inform decision about selection and ordering. (Harmer,
2004; 295-300)
Classroom procedure was the steps that had been done by teachers to handle the
learning, made their life easier and more effective in the teaching learning activity. The
type of classroom procedure: SQ3R's Model (Survey, Question. Read, Resite, Review) by
Francis Pleasant Robinson (1946),PPP's Model (Presentation, Practice, Production) by
Lewis, (1993: 190) and Harmer (2004; 78-79),The Genre - based Model/ A Genre-Based
Approach by Hammond et al. (1992: 17-24). In curriculum '13, English teachers taught
reading based on the steps in syllabus that was called ‘scientific learning process’,
described about steps that should be done by teacher during the learning, they were:
'Observation, questioning, exploration, association, and communication’. Meanwhile,
Instructional materials are to be defined as items that are designed to serve as a major
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tool for assisting in the instruction of a subject or course. The materials should teach
students to learn, be resource books for ideas and activities for instruction/learning, give
teachers rationales for what they do. Those items such as books, other printed matter,
video, and audio recordings, and computer software, which are used as part of the
instructional process. Carroll County Public Schools 125 N. Court Street
Westminster,
MD 21157 Adopted: ( 1986, Revised: 1990, 2002)
Teachers are someone who teach or handle class to reach the special purpose in
teaching and learning. They can act out to be actor or actress in the class. Student’s
activities are difficult to organizer without the teacher. Harmer (2004: 58 - 62) stated that
the role of teacher consists of eight functions; controller, organizer, assessor, prompter,
participant, resource, tutor, and observer. Students are the target and object in teaching
learning. They are one of the important participant and the main factors. The role of
students were to be as performer and listener. However, there were four basic to be good
learner; active planning, academic learning, social learning and effective learning
Media is tool that used by teacher to help students acquire new concepts of the
skills and language competence, but they should be selective when choosing. The
principle in the use of teaching media was no dominant source that could solve all
problems in language teaching. (Tomlinson, 2001). However, assessment is a tool to get
feedback and measure the student’s ability. It can be done by doing test that is used a
method of measuring a person’s ability, knowledge, or performance in a given domain
(Brown, 2004: 3)
METHOD
This research employs Descriptive Qualitative Naturalistic Study that develops contextspecific statements about the constructed realities from participants, focuses on how
people behave when absorbed in genuine life experiences in natural settings. It is stated
by K. Cherry (2004: 401) that naturalistic is observation of behavior in a more or less
natural setting, without any attempt to intervene. The situation is not manipulated,
created, or controlled by the investigator. The subjects of the study are the English
teachers who have been teaching reading at grade X, SMA N 2 Pati. The researcher
collects, observes, describes and analyzes the data from teachers and students about
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Instructional design for teaching of reading skill at grade X, SMA N 2 Pati. Its data was
categorized into a few parts such as the main base for organizing and reporting results
(Moleong, 2002: 3). The instruments used to get the data were interview, record, and
observation. The writer wrote the transcript after recording to make data accurate.
RESULT
The instructional design at grade X, SMA N 2 Pati has applied the components of
instructional design. Researcher found one of the teachers taught the hortatory type
reading text that is not supplied on the syllabus, it means that the material is not related
with syllabus. From the nine components of the instructional design, only one component
that has not done properly, so researcher concludes that the instructional design of
teaching reading at grade X, SMA N 2 Pati has been done well.
DISSCUSSION
In this study, the researcher analyzed document and data relating to instructional design
for teaching reading.
Reading Skill
Based on these theories, the writer concludes that reading skill is one of English
skill that must be taught in class for students who study English. Teacher should be
creative to make the reading teaching be efficience by using classroom activity and
classroom procedure. Reading skill is the ability of understanding texts through written
texts. There is interactive between the reader's background knowledge and text, so the
background knowledge of text is important for readers. In order to understand more
about reading, it is worth discussing about micro and macro reading skill. Reading is the
kind of text consists of paragraph, sentences, words and vocabulary.
Instructional Design
To reach the instructional design implementation, There is many kinds of elements that
must be learn. There is various parts of the instructional design, but all of them are one
aim to cover the teaching learning process in class. Based on Colin Tattersall (2005: 27),
The learning design has many component elements. They are title, learning objectives,
prerequisites, roles, activities, environments, method (play, act, role parts). However,
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Richards and Rodgers (1987: 146) in Fauziati (2009: 18-20) stated that the components
of design : The general design and specific objectives of the method, a syllabus model,
type of learning and technique activities, kinds of tasks and practice activities to be
employed in the classroom and in materials, learners roles, teacher role, the role of
instructional materials, Primary function of materials, the form of materials take (e.g. Text
book, audiovisual), relation materials to other input, assumption made about teachers
and learners.
INSTRUCTIONAL DESIGN COMPONENTS
There is nine elements of instructional design: learning objective, syllabus, classroom
procedure, classroom reading techniques, instructional material, teacher’s role, student’s
role, media, and assessement.
The Learning Objective
Based on research finding, the English teachers created the learning objective; Students
can identify the social function, generic structure of short story narrative text, identify the
language feature of short story narrative text, read fast to get the information through
skimming, scanning, and inferences in text, make the differences between Indonesian and
English short stories, students are able to arrange the descriptive text of person,
place(history/place) that is suitable with social function, structure, language feature,
describe the descriptive text, read recount text, report the history of events.
Based on the general analysis of learning objective above, it is clear that teachers
had created the learning objective based on the theory. It consists of: personal
transferable skill, what students will do, acquire further knowledge and skill. If the
researcher drew conclusion, there would be three points; students, students’ activity and
knowledge. The theory of ‘attitudinal’ was not written on English teachers’ lesson plan,
but it was done during teaching learning process. It proved when students discussing,
reporting, paying attention. This is the table given to make clearly:
According to the researcher, there was many reasons that it was not necessary to
write the ‘attitude’ for creating learning objective. First, it can be seen on the students’
activity, for example; “Student can describe the historical event in front of class “. The
activity of description in front of class meant students would do/describe one by one, so it
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was not necessary to write; By individually, student can describe the historical event in
front of class. Second, It was be possible for one of the learning objective, It would be
happened more than one attitude/behavior, for example; “Students can identify the
generic structure of short story narrative text”.
The attitude of identify could be
happened not only individually, but also grouping. The most important for creating
learning objectives are; students, students’ activity and knowledge.To reach improving
knowledge and skill, the learning objective was made based on syllabus. From the
analysis, it concluded that English teachers had created the learning objective based on
theories and syllabus.
Syllabus
Based on the research finding, English lesson at SMA N 2 Pati, grade X used curriculum ’13
that had two different types class (the compulsory class and the optional class), applied
different syllabus. The differences took place in the time location and material. The
compulsory class had 2 x 45 minutes and the optional class had 3 x 45 minutes every
week. The compulsory class English reading material was descriptive, recount, narrative,
however, the optional class English reading material was descriptive, recount, narrative
and explanation. In curriculum ’13 syllabus consisted of the main competence, basic
competence, material, learning activity, evaluation, time and learning source. SMA N 2
Pati had program to make people be participant in keep, manage and prevent peace and
green environment. That program was named ‘Adiwiyata program’. This program had
been in the school’s vision and mission. To reach this program, each lesson had to apply in
the lesson plan. Reading English lesson had made syllabus mapping. The material that had
to support this program was recount and descriptive text. This genre text had to talk
about environment. When researcher observed, that was not happened in the lesson plan
or during teaching learning process, so the researcher asked the teacher:”Why does the
material not talk about environment?”, Mr Ladjer Acmadi who taught at The optional
class answered: “It is difficult to select the recount or descriptive text that talk about
environment. It is better to concentrate the classroom procedure that is suitable to
syllabus in curriculum ’13. Then researcher interviewed Mr. Moch. Aji who taught at the
compulsory class:”Have you practiced ‘Adi wiyata’ program in the teaching?, Mr. Aji
answered:”I have not applied it. Because I had still studied the real syllabus in curriculum
’13. After that researcher analyzed the syllabus type that had been used at SMA N 2 Pati,
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there was only three types of syllabus: Genre based syllabus, grammar/structural syllabus
and multi syllabus.
A grammar or structural syllabus Is the syllabus type. It contents of the language
teaching is a collection of the forms and structures of the language being taught, so
students gradually acquire a knowledge of grammatical structures, leading to an
understanding of the grammatical system. Compulsory class learnt the grammar of noun
phrase because there was the descriptive genre, so it had to describe person, place, and
things. Noun phrase was also used in teaching recount genre to tell about experiences.
When teacher taught narrative text, they explained the modal auxiliary verb. In the
speaking competence used the grammar of simple present tense to introduce oneself.
However, at optional class, the kinds of grammar that was taught: past, adverbial, future,
present tense.
The multi syllabus was applied when English teachers taught genre text, then
continued with grammar related in the text. Researcher observed that teacher taught the
narrative text, then continued with simple past tense and direct in direct speech. The
descriptive text was taught, continued with simple present tense and conjunction. And
when teacher taught recount text, the grammar was suitable the simple past tense.
Curriculum ’13 syllabus for grade X Senior High School, there was not hortatory
genre text, but when researcher observed the compulsory class, teacher taught hortatory
at X science 3 and 5, it was taken place on January, 3rd 2014 and March, 23th 2014. When
researcher asked why hortatory must be taught, the teacher answered that the material
supplied in the hand book. From the data, it could draw conclusion that sometime the
teacher taught at class without paid attention with syllabus, but focused with the book
used. This was a problem in the English teaching learning, so it was better teacher studied
the content of syllabus before teaching activity.
Classroom Procedure
Researcher found that reading English teaching at grade X, SMA N 2 Pati applied
classroom procedure based on curriculum ’13 that consisted of; 'Observation,
questioning, exploration, association, and communication’. When researcher observed
English teacher, there were two types classroom procedure model: 1) observation –
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questioning - exploration and association, 2) review - communication. The first model,
Observation activity showed the teacher gave film to make students were ready and
enjoyed the lesson, then questioning, teacher gave questions related the film seen,
exploration, teacher gave the type genre text, discussed together with students, the last,
association, teacher made students report the task and other students gave feedback. The
second model, review, teacher asked and made students get out the homework, then
communication, teacher asked students read synopsis of text and other students gave
respond. Based on the theory and data, researcher concluded that there was not theory
that exactly applied in reading English teaching, but SQ3R model was just nearly similar
with the English teacher classroom procedure done. The survey activity was similar with
observation, Question related with questioning, Read and resite had the same activity of
exploration, review related with association. However, communication was done when
teacher gave the students homework, for example browsing internet, making journal,
diary, synopsis. PPP model was suitable for teaching grammar, however, genre based
model, the activity that had been applied; building knowledge of the field, modeling, joint
construction, there was not communication activity.
Researcher gave conclusion that curriculum’ 13 made English teacher easier to
handle the class because there was the classroom procedure in the syllabus, teacher only
explored it to make students enjoy the lesson.
Classroom Reading Technique
Researcher found that classrom reading technique at grade X, SMA N 2 Pati applied eight
reading techniques, they were identify the purpose in reading, silent reading, skimming,
scanning, guess when you are not certain, use literal meanings, capitalize on discourse
markers, and reading aloud. However the reading technique that were not applied; use
graphemic rule, analyze vocabulary, and use semantic mapping. The literal meaning was
used but the implied meaning never applied. The reading technique that always needed in
English teaching learning; identify the purpose in reading, skimming, scanning, guess
when you are not certain, and capitalize on discourse markers.These reading techniques
appeared during the teaching, daily test paper, and assessment. However the reading
aloud happened when teachers read the text to be the model, students gave the task
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report. Meanwhile the silent reading happened when students did the task, and daily test.
It could be concluded that the reading technique that was always used for English
teachers at SMA N 2 Pati, grade X: identity the purpose, silent reading, skimming,
scanning, guessing when you are not certain, reading aloud, however, semantic mapping
was seldom applied, and the others, analyze vocabulary, distinguish between literal and
implied meaning, capitalize on discourse markers to process relationship were never used
in reading English teaching at class.
Instructional Material
English instructional materials at grade X, SMA N 2 Pati used text books and film. First, the
books that be used at the compulsory class; “Pathways to English for Senior High School
grade X”, written by Sudarwati 2003, however at optional class was used “Developing
English Competences for Senior High School grade X”, written by Achmad Dody, Y. Effendi,
2008, Education Department. Both of types class used students work sheet from Pati
English Teacher Organization, named “Smart English”. Second, Film was used when
teacher taught the type genre, for example; narrative, descriptive, recount, explanation. It
was given to students for being ready to the main topic. Beside of the instructional
material type, there was the role of material. The researcher found that there were only
three of the role material applied; 1) the role of principle and media specialist, 2) the role
of supervisor media, 3) the role of the board of education. First, the role of principle and
media specialist was applied, because teacher gave decision to use the text books based
on students’ need and made them more effective. The teacher’s objective would be
effective to reach without spending more time. Second, the role of supervisor media.
Teacher gave decision to select the text books needed based on English teacher
organization decision and would be approved by Supervisor.The text books that was used
student’s work sheet. The last, the role of the board of education. Pati English teacher
organization would revise the text books yearly, and English teachers who used the text
books from publisher made selection yearly. it could draw conclusion that that the
instructional material had applied at grade X SMA N 2 Pati had applied the three type that
needed of the student’s need (related with the role of principle of media specialist),
supervisor’s approval (related with the role of supervisor media), and created teacher’s
mind based on curriculum (related with the role of the board of education). This school
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never made parent’s agreement to select the books, so the role of reconsideration
committee was never done. Researcher gave opinion that it would better institution,
teacher and parent worked together to select the text books.
The Role of Teacher
Teacher is to be controller that do activity likes taking the roll, reading aloud. Organizer
means teacher should organize students from engage-instruct-initiate –feedback
organizer. Assessor, teacher should give the students be sure that something are right or
correct. Prompter means teacher hold/let students work things out. Participant, teacher
should take the participant that what students do. Resource, teacher can be master the
teaching learning material. Tutor, teacher can offer of general guidance, describing
something, and care to be taken. Observer, teacher observes all of the student’s activities.
Researcher found that English teachers at grade X, SMA N 2 Pati had done all of
the teacher’s roles; controller, organizer, assessor, prompter, participant, resource, tutor,
and observer. Teachers did controller for giving instruction, for example; asked students
to open the book, report the answered, moved around group by group when students
discussed. Organizer, teacher opened, explained, closed the learning. Assessor, teacher
assessed students to complete the answer, understand which one was right or false.
Prompter, teacher gave students motivation and opinion. Participant, teacher did
participant as the students’ activity, Resource, teacher gave students material. Tutor,
teacher handled the class run smoothly, and the last teacher observed all of students’
activities, for example; students’ answered, discussion, reporting the work. Teacher not
only paid attention, but also gave feedback. Controller, organizer, assessor, prompter,
resource, tutor, and observer were always done at the lesson, but the role of participant
was seldom done by the teachers, Researcher gave suggestion that it would better the
role of participant would be always done by English teacher, so it could make students be
interested in the lesson.
The Role of Student
The role of students were to be as performer and listener. However, there were four basic
to be good learner; active planning, academic learning, social learning and effective
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learning. Students at grade X, SMA N 2 Pati had the role of student as to be listener and
performer. Students as performer was found when students answered questions, got
mastering the material, communicate the idea to teacher or other students, read aloud in
front of class. Students as listener was happened when students listened the video or film,
teacher’s explaining, other students’ answered. Students listened carefully all of them to
make them understand and gave feedback in the learning process. It concluded that the
role of student had been done better at grade X, SMA N 2 Pati, not only student as
performer, but also as listener. Researcher suggested that both of the roles of student
would be improve, so the teaching learning could be increased significantly.
Media
The media that had been used at grade X, SMA N 2 Pati in reading English lesson was film,
printed media, internet. Film was the kind of media that teacher gave to the students in
the early of teaching learning process to make students enjoy and be ready for the new
material, for example; the film of Cinderella, Pinokio, flood disaster. The printed media
was the text books that used in teaching learning. There were “Smart English, Pathway to
English for Senior High School grade X”,“Developing English Competence for Senior High
School grade X, English dictionary. Internet was used when teacher created power point
to explain the material, gave students’ home work. There was many kinds of media that
could be used in teaching learning.
Assessment
English teacher at grade X, SMA N 2 Pati had done the assessment to measure students’
ability by doing test and non test. First, The test had been done during the lesson, for
example; at the post test activity, students did test each one indicator in the English
reading competence, daily test had been done by English teacher for three times every
semester and finally, semester test had been done twice in one year. Second, Non test
had been done by English teacher when students did active in the lesson, students’ report
and work, for example; making journal, clipping, reading aloud. Researcher concluded
that English teacher had done the two types in assessment, there were test and non test.
The test was done to measure the knowledge, however the non test had been done to
measure the students’ performance.
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CONCLUSION
Based on findings, it concludes that instructional design for teaching of reading skill at
grade X, SMA N 2 Pati had been done well. It is worth presenting the pedagogical
Implications that can be considered as contribution of the study to the teaching of English,
especially the instructional design of teaching reading at grade X in the curriculum’ 13.
The importance of instructional design are to improve delivery of instruction, and make
the teaching learning effective, efficient.
First, the instructional design in teaching reading can improve delivery of
instruction because teachers have designed the material, classroom procedure, and
classroom reading technique based on the learning objectives, so they can develop the
student’s competence related to the syllabus or curriculum standard. Second, it makes
the teaching learning effective, efficient. The process of design itself focuses on efficient.
It means that teachers apply all of the instructional design elements (the creation of
learning objectives, classroom procedure, material selected, reading techniques used,
understanding of student’s role, applying the role of teacher) in an organized way. The
concentration on designing appropriate strategies promotes the appeal of instruction. The
process of evaluation provides the opportunity to revise instruction to make it more
efficient. If the instructional design can run in efficient, it will reach the teaching learning
target successful that is called effective lesson. The effective instructional design can help
student to get achievement and establish lifelong learners. English teachers can get the
knowledge to have the reflection from this study, so it improves the teaching of reading.
Teachers, especially those in higher education may find it beneficial as valuable input to
better understand and raise the knowledge about the instructional design of teaching
reading at grade X.
SUGGESTION
After done the study, there is the suggestion that given: There are several areas
where further research about the instructional design of teaching reading may be
conducted for grade XI, XII or in other schools. This study examined only teaching reading,
so another research may be examined about listening, speaking, or writing.
English teachers who teach reading competence, it would be better to study the
syllabus, so there will be suitable with the material delivered. Beside of this, teacher
15
should select properly and ask for committee’s idea the text books and media used to
make the effective teaching reading.
The institution should facilitate the hot spot area to increase the learning process,
so teachers and students will be easily improving the knowledge. Especially for the
headmaster, the instructional design knowledge should be used to supervise English
teachers in this institution.
REFERENCES
Arends, Richard L. and Kilcher Ann, 2010. Teaching for Student Learning. New York.
Routledge.
Brown, H.Douglas,2000. Principles of Language Learning and Teaching. New York:
Longman.
Brown, H.Douglas, 2004. Language Assessment: Principles and Classroom Practices. New
York: Longman.
.
Dick. W.O., Carey, J,O., 2004.The Systematic Design of Instruction.Boston. Allyn & Bacon.
Doddy, Achmad and Sugeng Achmad, 2008. Developing English Competencies for Senior
High School Grade X. Bandung. Macanan Jaya Cemerlang.
Fauziati, Endang, 2009. Readings on Applied Linguistic. Surakarta. Era Pustaka Utama.
Fauziati, Endang, 2009. Introduction to Methods and Approaches in Second or Foreign
Language Teaching. Surakarta. Era Pustaka Utama.
Fauziati, Endang, 2010.Teaching English as a Foreign Language (TEEL).
Surakarta. Era Pustaka Utama.
Frey, L., Botan, C., and Kreps, G.,1999. Investigating Commonication: An Introduction to
Research Methods. Second Edition, Boston: Allyn and Bacon.
Gitsaki, C. and R.P. Taylor, 2000. Internet English, New York: OUP
Hammond, J. et al., 1992. English for Social Purposes. Sydney. New York.
Harmer, Jeremy, 1991. The Practice of English Language Teaching, New York, Longman
16
Publishing.
Harmer, Jeremy, 1995. How to Teach English. New York. Longman.
Kope, Rob and Tattersall Colin, 2005. Learning Design. Netherlands. Springer.
Martin, Florence, 2011. Instruction Design and the Importance of Instructional
Alignment, Journal, May, 1st2014, from http://www.no./article.htm.
Merrill, M.D, 2001. Components of Instruction toward a Theoretical Tool for
Instructional Design. Retrieved June, 1st2013, from http: //www. no./ article.htm.
Moleong, L.J., 2005. Metode Penelitian Kualitatif.Remaja Rosdakarya. Bandung.
17
RUCTIONAL DESIGN FOR TEACHING
NG OF READING
R
SKILL AT GRADE X,
X SMA N 2 PATI : NATURALISTIC
RALISTIC STUDY
MANUSCRIPT PUBLICATION
Manuscript
cript Pub
Publication in Partial Fulfillment of the Requirem
Requirements for the
Degree of Magister
Magi
in Language Study of Graduate Program Magister of
Muhammadiyah University of Surakarta
Written by:
SRI AMBAR WIYATI
NIM S200120044
GRADUATE PROGRAM
MA
MAGISTER
OF LANGUAGE STUDY
MUHAMM
UHAMMADIYAH UNIVERSITY OF SURAKARTA
AKARTA
2014
i
ADVISORS’ APPROVAL
THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING
SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY
by SRI AMBAR WIYATI
NIM S200120044
Manuscript Publication has been approved by the advisors to be examined by the
board of examiners.
First Advisor
Second Advisor
Prof. Endang Fauziati
Agus Wijayanto, Ph. D
ii
The Instructional Design for Teaching of Reading Skill
at Grade X, SMA N 2 Pati: Naturalistic Study
Ambar wiyati, Sri. S200120044. The Graduate Program Magister
of Language Study Muhammadiyah University of Surakarta.
ABSTRACT
Reading is important skill as a means of developing second language competence. Those
who read more will have larger vocabulary. As the result, they do better on test of
grammar, writer better and spell better (Krashen, 1993). English teachers take a central
role to help the students to achieve the reading competence, so they need knowledge of
instructional design. This study was conducted to describe the instructional design for
teaching of reading skill at Grade X, SMA N 2 Pati. The data of this study were the reading
teaching learning of two English teachers at grade X, teachers’ and students’ interview.
Each English teacher was recorded twice. The instructional design for teaching reading
were: 1)the learning objectives, 2)the syllabus, 3)classroom procedure, 4)classroom
reading techniques, 5)the instructional material, 6)teacher’s role, 7)student’s role,
8)media, 9)assessment. The data were analyzed based on the theories of instructional
design components from Richards and Rodgers (1987: 146) in Fauziati (2009: 17-20),
Fauziati (2010: 191-192, 207), Moore and Kearsley (1996), Harmer, J. (2004: 56-63, 78-79,
295-300). Meanwhile, classroom reading strategies were analyzed from Brown H. D.
(2000).The result shows first that the components of instructional design for teaching
reading at grade X, SMA N 2 Pati that have applied based on the theory: the learning
objectives, the syllabus, classroom procedure, classroom reading techniques, teacher’s
role, student’s role, media, assessment. Second, one of the teacher sometimes selected
instructional material not related with syllabus. The nine components of instructional
design were only one that was not properly done, so it was concluded that instructional
design for teaching reading at grade X, SMA N 2 Pati has been done well. This findings of
the study will hopefully give contribution to improve delivery of instruction and makes the
teaching learning of reading effective, efficient.
Key words: Reading Skill, Instructional Design, Instructional Design Elements
1
INTRODUCTION
In Indonesia, English is as a foreign language which is a compulsory subject in Senior High
School. It is used all over the world, so that it is important language, learning English has
four skills that are listening, speaking, reading and writing competence and becomes a
need for the students. It is stated by Chomsky (2002), Reading is an important skill, it is a
means of developing second language competence. In other words, reading ability affects
the other skills. It is supported by study done by Kirn and Krashen (1997). They
investigated five female adults acquired English as a second language. The study shows
that the success of a learning a second language is by taking the power of reading. So by
reading a lot, the students could improve their English. Student needs a will to read.
When they to read, they do reading more often and with more effort. They become
engaged in reading (Gee, 1999). Successful readers have a positive attitude toward
reading, read more and so become better readers. As better readers, they have a large
vocabulary. In this case, the teacher should motivate the students to read. In the final
exam, the total test number is fifty numbers that consists of fifteen listening numbers
and thirty five reading numbers, so the total reading numbers is 70 %. It means that
reading comprehension is the largest target to achieve the final exam. The function of
teacher should be creative in the teaching learning process. They should be able to create
the instructional design.
Teachers create lesson plans to prepare the teaching, communicate the
instructional activities regarding specific subject matter, and based on curriculum that
consists of goals, purposes, and topics to be taught to what actually happens in
classrooms as individual teachers adapt and carry out instruction. (Richar L. Arends and
Ann Kilcher, 2010: 79). The lesson plan contains of student learning objectives,
instructional procedures, the required materials, and some written description of how the
students will be evaluated. The best teacher must create the good lesson plan or to be
good planner and thinker. After creating the lesson plan, teachers must select the right
material and media that should be suitable with syllabus or curriculum. Materials or
textbooks are the center of instruction that will influence on what goes on in the
classroom activity. It means that textbook is important in teaching and learning process.
2
Teachers must know how to choose the material and media for instruction, how to make
supplementary materials for the class, and how to adapt materials. Beside of lesson plan
and materials that must be created by teachers, doing evaluation must be done. The
evaluation purpose is to get feedback from students. The suitable test for teaching is
achievement test. According to Jeremy Harmer (2001 : 321), stated that achievement
tests are designed to measure learners' language and skill progress in relation to the
syllabus they have been following. Achievement test only work if they contain item types
which the students are familiar with ,for example, Teachers give students texts which
have been seen before, it does not mean providing the students with similar texts, but
different texts which have similar type. This test should reinforce the learning that has
taken place, not go out of their way to expose weaknesses. The test can also help teachers
to decide on changes to future teaching programmers where students do significantly
worse in parts of the test than teachers might have expected. It is stated by Gage (1983:
73) that to satisfy the practical demand of education, theories of learning must be "stood
on their head" so as yield theories of teaching, so English teacher must help students how
to do something, giving instruction, do evaluation. The learning process that concerned
with students, real interaction, and understanding of language studied by children are
same as learning to their mother unconsciously that they are studying language. Teacher
is one of the professional work in Indonesian. Their responsibility is hard and complicated,
so They must become members of teacher's organization, joint workshops to share ideas,
write articles, journals, action research to improve the teaching and learning process.
The reasons for choosing this topic is because of the crucial function of the
instructional design for teaching of reading skill, especially at grade X, SMA N 2 Pati, as
follows :
1. People and students in Pati want to continue their study at State Senior High School,
because students and parents belive that this school make students be useful in their
future, so the schools become precious, well known, and favorite. This assumption must
be kept for teachers to improve the teaching learning process. To achieve the goal,
teachers must have teacher knowledge, leadership, networking, teacher-centered
classrooms, and teacher-centered instruction. It is stated by Richard l. (Arends and
Kilcher, 2010: 390)
3
2.The instructional design for teaching of reading skill, at grade X, SMA N 2 Pati is not be
paid attend by English teachers. The Instruction design for the teaching of reading skill is
significant in academic research in order practitioners of education know the
development of the practice so that they can determine what they have to keep and
change. Related to the context, this research relates to instructional design for teaching of
reading skill at grade X SMA N 2 Pati. That is why the problem is very essential to be
observed.
UNDERLYING THEORY
The understanding of some research theories is essential in the study. The writer
discusses the theories related to the research. Reading is one of the language skills which
needed be taught in language classroom. Students need to be able to read texts in English
either for their careers, for study, or simply for pleasure. (Fauziati, 2010: 32). It is stated
by Harmer (2005: 68), Reading texts also provide opportunities for students to learn
vocabulary, grammar, pronunciation and even good models for English writing- the way
sentences, paragraphs, or texts are constructed. Last but not the least, reading texts can
introduce interesting topics and stimulate discussion.The ways of handling a reading class
of which the emphasis on improving learners' reading skill are related to the classroom
activity and classroom procedure.
English teachers should design the learning program in order
to reach the
teaching goal program, so It is expected to make the effective plan. It needs the English
teacher to be creative, because teaching is thinking process and the art of expression.
Instructional design is both a science and an art. Instructional design is one of the teacher
skills to conduct the students in the learning activities. There are various of meaning that
will discuss it. According to Moore and Kearsley (1996), in F. Martin journal (2011: 956)
stated that instructional design is a system of developing well-structured instructional
materials using objectives, related teaching strategies, systematic feedback, and
evaluation. Meanwhile, Rob Koper and Colin Tattersall (2005: 4) explained that
Instructional Design is the task that is designed by teacher to reach the learning objectives.
However the other experts discussed that Instructional design is the practice of creating
4
"instructional experiences which make the acquisition of knowledge and skill more
efficient, effective, and appealing.
Richards and Rodgers (1978: 146) stated that design specifies the relationship
between theories of language and theories of learning to both the Instructional Design is
the systematic development of instructional specifications using learning and instructional
theory to ensure the quality of instruction. It is the entire process of analysis of learning
needs and goals and the development of a delivery system to meet those needs. It
includes development of instructional materials and activities; and tryout and evaluation
of all instruction and learner activities.
Learning objectives are statments that describe what a learner will be able to do
as a result of teaching. The researcher focused on the English teaching reading at grade X,
SMA N 2 Pati. English teachers had to teach reading competence to reach the target of
English lesson that included in the syllabus. The English teachers at grade X, SMA N 2 Pati,
created the learning objective based on the theory in (Fauziati, 2010: 191-192). It consists
of: student. Student will do, knowledge/skill. The scottish higher education council: 1998):
personal transferable skill, what students will do, acquire further knowledge and skill.
Syllabus is an outline of specific course prepared by instructor. It is named
"Curriculum" that made by government. Teacher had studied it before doing teaching at
class. Every syllabus needed to be developed on the basis of certain criteria, such as ‘learn
ability’ and ‘frequency’ which can inform decision about selection and ordering. (Harmer,
2004; 295-300)
Classroom procedure was the steps that had been done by teachers to handle the
learning, made their life easier and more effective in the teaching learning activity. The
type of classroom procedure: SQ3R's Model (Survey, Question. Read, Resite, Review) by
Francis Pleasant Robinson (1946),PPP's Model (Presentation, Practice, Production) by
Lewis, (1993: 190) and Harmer (2004; 78-79),The Genre - based Model/ A Genre-Based
Approach by Hammond et al. (1992: 17-24). In curriculum '13, English teachers taught
reading based on the steps in syllabus that was called ‘scientific learning process’,
described about steps that should be done by teacher during the learning, they were:
'Observation, questioning, exploration, association, and communication’. Meanwhile,
Instructional materials are to be defined as items that are designed to serve as a major
5
tool for assisting in the instruction of a subject or course. The materials should teach
students to learn, be resource books for ideas and activities for instruction/learning, give
teachers rationales for what they do. Those items such as books, other printed matter,
video, and audio recordings, and computer software, which are used as part of the
instructional process. Carroll County Public Schools 125 N. Court Street
Westminster,
MD 21157 Adopted: ( 1986, Revised: 1990, 2002)
Teachers are someone who teach or handle class to reach the special purpose in
teaching and learning. They can act out to be actor or actress in the class. Student’s
activities are difficult to organizer without the teacher. Harmer (2004: 58 - 62) stated that
the role of teacher consists of eight functions; controller, organizer, assessor, prompter,
participant, resource, tutor, and observer. Students are the target and object in teaching
learning. They are one of the important participant and the main factors. The role of
students were to be as performer and listener. However, there were four basic to be good
learner; active planning, academic learning, social learning and effective learning
Media is tool that used by teacher to help students acquire new concepts of the
skills and language competence, but they should be selective when choosing. The
principle in the use of teaching media was no dominant source that could solve all
problems in language teaching. (Tomlinson, 2001). However, assessment is a tool to get
feedback and measure the student’s ability. It can be done by doing test that is used a
method of measuring a person’s ability, knowledge, or performance in a given domain
(Brown, 2004: 3)
METHOD
This research employs Descriptive Qualitative Naturalistic Study that develops contextspecific statements about the constructed realities from participants, focuses on how
people behave when absorbed in genuine life experiences in natural settings. It is stated
by K. Cherry (2004: 401) that naturalistic is observation of behavior in a more or less
natural setting, without any attempt to intervene. The situation is not manipulated,
created, or controlled by the investigator. The subjects of the study are the English
teachers who have been teaching reading at grade X, SMA N 2 Pati. The researcher
collects, observes, describes and analyzes the data from teachers and students about
6
Instructional design for teaching of reading skill at grade X, SMA N 2 Pati. Its data was
categorized into a few parts such as the main base for organizing and reporting results
(Moleong, 2002: 3). The instruments used to get the data were interview, record, and
observation. The writer wrote the transcript after recording to make data accurate.
RESULT
The instructional design at grade X, SMA N 2 Pati has applied the components of
instructional design. Researcher found one of the teachers taught the hortatory type
reading text that is not supplied on the syllabus, it means that the material is not related
with syllabus. From the nine components of the instructional design, only one component
that has not done properly, so researcher concludes that the instructional design of
teaching reading at grade X, SMA N 2 Pati has been done well.
DISSCUSSION
In this study, the researcher analyzed document and data relating to instructional design
for teaching reading.
Reading Skill
Based on these theories, the writer concludes that reading skill is one of English
skill that must be taught in class for students who study English. Teacher should be
creative to make the reading teaching be efficience by using classroom activity and
classroom procedure. Reading skill is the ability of understanding texts through written
texts. There is interactive between the reader's background knowledge and text, so the
background knowledge of text is important for readers. In order to understand more
about reading, it is worth discussing about micro and macro reading skill. Reading is the
kind of text consists of paragraph, sentences, words and vocabulary.
Instructional Design
To reach the instructional design implementation, There is many kinds of elements that
must be learn. There is various parts of the instructional design, but all of them are one
aim to cover the teaching learning process in class. Based on Colin Tattersall (2005: 27),
The learning design has many component elements. They are title, learning objectives,
prerequisites, roles, activities, environments, method (play, act, role parts). However,
7
Richards and Rodgers (1987: 146) in Fauziati (2009: 18-20) stated that the components
of design : The general design and specific objectives of the method, a syllabus model,
type of learning and technique activities, kinds of tasks and practice activities to be
employed in the classroom and in materials, learners roles, teacher role, the role of
instructional materials, Primary function of materials, the form of materials take (e.g. Text
book, audiovisual), relation materials to other input, assumption made about teachers
and learners.
INSTRUCTIONAL DESIGN COMPONENTS
There is nine elements of instructional design: learning objective, syllabus, classroom
procedure, classroom reading techniques, instructional material, teacher’s role, student’s
role, media, and assessement.
The Learning Objective
Based on research finding, the English teachers created the learning objective; Students
can identify the social function, generic structure of short story narrative text, identify the
language feature of short story narrative text, read fast to get the information through
skimming, scanning, and inferences in text, make the differences between Indonesian and
English short stories, students are able to arrange the descriptive text of person,
place(history/place) that is suitable with social function, structure, language feature,
describe the descriptive text, read recount text, report the history of events.
Based on the general analysis of learning objective above, it is clear that teachers
had created the learning objective based on the theory. It consists of: personal
transferable skill, what students will do, acquire further knowledge and skill. If the
researcher drew conclusion, there would be three points; students, students’ activity and
knowledge. The theory of ‘attitudinal’ was not written on English teachers’ lesson plan,
but it was done during teaching learning process. It proved when students discussing,
reporting, paying attention. This is the table given to make clearly:
According to the researcher, there was many reasons that it was not necessary to
write the ‘attitude’ for creating learning objective. First, it can be seen on the students’
activity, for example; “Student can describe the historical event in front of class “. The
activity of description in front of class meant students would do/describe one by one, so it
8
was not necessary to write; By individually, student can describe the historical event in
front of class. Second, It was be possible for one of the learning objective, It would be
happened more than one attitude/behavior, for example; “Students can identify the
generic structure of short story narrative text”.
The attitude of identify could be
happened not only individually, but also grouping. The most important for creating
learning objectives are; students, students’ activity and knowledge.To reach improving
knowledge and skill, the learning objective was made based on syllabus. From the
analysis, it concluded that English teachers had created the learning objective based on
theories and syllabus.
Syllabus
Based on the research finding, English lesson at SMA N 2 Pati, grade X used curriculum ’13
that had two different types class (the compulsory class and the optional class), applied
different syllabus. The differences took place in the time location and material. The
compulsory class had 2 x 45 minutes and the optional class had 3 x 45 minutes every
week. The compulsory class English reading material was descriptive, recount, narrative,
however, the optional class English reading material was descriptive, recount, narrative
and explanation. In curriculum ’13 syllabus consisted of the main competence, basic
competence, material, learning activity, evaluation, time and learning source. SMA N 2
Pati had program to make people be participant in keep, manage and prevent peace and
green environment. That program was named ‘Adiwiyata program’. This program had
been in the school’s vision and mission. To reach this program, each lesson had to apply in
the lesson plan. Reading English lesson had made syllabus mapping. The material that had
to support this program was recount and descriptive text. This genre text had to talk
about environment. When researcher observed, that was not happened in the lesson plan
or during teaching learning process, so the researcher asked the teacher:”Why does the
material not talk about environment?”, Mr Ladjer Acmadi who taught at The optional
class answered: “It is difficult to select the recount or descriptive text that talk about
environment. It is better to concentrate the classroom procedure that is suitable to
syllabus in curriculum ’13. Then researcher interviewed Mr. Moch. Aji who taught at the
compulsory class:”Have you practiced ‘Adi wiyata’ program in the teaching?, Mr. Aji
answered:”I have not applied it. Because I had still studied the real syllabus in curriculum
’13. After that researcher analyzed the syllabus type that had been used at SMA N 2 Pati,
9
there was only three types of syllabus: Genre based syllabus, grammar/structural syllabus
and multi syllabus.
A grammar or structural syllabus Is the syllabus type. It contents of the language
teaching is a collection of the forms and structures of the language being taught, so
students gradually acquire a knowledge of grammatical structures, leading to an
understanding of the grammatical system. Compulsory class learnt the grammar of noun
phrase because there was the descriptive genre, so it had to describe person, place, and
things. Noun phrase was also used in teaching recount genre to tell about experiences.
When teacher taught narrative text, they explained the modal auxiliary verb. In the
speaking competence used the grammar of simple present tense to introduce oneself.
However, at optional class, the kinds of grammar that was taught: past, adverbial, future,
present tense.
The multi syllabus was applied when English teachers taught genre text, then
continued with grammar related in the text. Researcher observed that teacher taught the
narrative text, then continued with simple past tense and direct in direct speech. The
descriptive text was taught, continued with simple present tense and conjunction. And
when teacher taught recount text, the grammar was suitable the simple past tense.
Curriculum ’13 syllabus for grade X Senior High School, there was not hortatory
genre text, but when researcher observed the compulsory class, teacher taught hortatory
at X science 3 and 5, it was taken place on January, 3rd 2014 and March, 23th 2014. When
researcher asked why hortatory must be taught, the teacher answered that the material
supplied in the hand book. From the data, it could draw conclusion that sometime the
teacher taught at class without paid attention with syllabus, but focused with the book
used. This was a problem in the English teaching learning, so it was better teacher studied
the content of syllabus before teaching activity.
Classroom Procedure
Researcher found that reading English teaching at grade X, SMA N 2 Pati applied
classroom procedure based on curriculum ’13 that consisted of; 'Observation,
questioning, exploration, association, and communication’. When researcher observed
English teacher, there were two types classroom procedure model: 1) observation –
10
questioning - exploration and association, 2) review - communication. The first model,
Observation activity showed the teacher gave film to make students were ready and
enjoyed the lesson, then questioning, teacher gave questions related the film seen,
exploration, teacher gave the type genre text, discussed together with students, the last,
association, teacher made students report the task and other students gave feedback. The
second model, review, teacher asked and made students get out the homework, then
communication, teacher asked students read synopsis of text and other students gave
respond. Based on the theory and data, researcher concluded that there was not theory
that exactly applied in reading English teaching, but SQ3R model was just nearly similar
with the English teacher classroom procedure done. The survey activity was similar with
observation, Question related with questioning, Read and resite had the same activity of
exploration, review related with association. However, communication was done when
teacher gave the students homework, for example browsing internet, making journal,
diary, synopsis. PPP model was suitable for teaching grammar, however, genre based
model, the activity that had been applied; building knowledge of the field, modeling, joint
construction, there was not communication activity.
Researcher gave conclusion that curriculum’ 13 made English teacher easier to
handle the class because there was the classroom procedure in the syllabus, teacher only
explored it to make students enjoy the lesson.
Classroom Reading Technique
Researcher found that classrom reading technique at grade X, SMA N 2 Pati applied eight
reading techniques, they were identify the purpose in reading, silent reading, skimming,
scanning, guess when you are not certain, use literal meanings, capitalize on discourse
markers, and reading aloud. However the reading technique that were not applied; use
graphemic rule, analyze vocabulary, and use semantic mapping. The literal meaning was
used but the implied meaning never applied. The reading technique that always needed in
English teaching learning; identify the purpose in reading, skimming, scanning, guess
when you are not certain, and capitalize on discourse markers.These reading techniques
appeared during the teaching, daily test paper, and assessment. However the reading
aloud happened when teachers read the text to be the model, students gave the task
11
report. Meanwhile the silent reading happened when students did the task, and daily test.
It could be concluded that the reading technique that was always used for English
teachers at SMA N 2 Pati, grade X: identity the purpose, silent reading, skimming,
scanning, guessing when you are not certain, reading aloud, however, semantic mapping
was seldom applied, and the others, analyze vocabulary, distinguish between literal and
implied meaning, capitalize on discourse markers to process relationship were never used
in reading English teaching at class.
Instructional Material
English instructional materials at grade X, SMA N 2 Pati used text books and film. First, the
books that be used at the compulsory class; “Pathways to English for Senior High School
grade X”, written by Sudarwati 2003, however at optional class was used “Developing
English Competences for Senior High School grade X”, written by Achmad Dody, Y. Effendi,
2008, Education Department. Both of types class used students work sheet from Pati
English Teacher Organization, named “Smart English”. Second, Film was used when
teacher taught the type genre, for example; narrative, descriptive, recount, explanation. It
was given to students for being ready to the main topic. Beside of the instructional
material type, there was the role of material. The researcher found that there were only
three of the role material applied; 1) the role of principle and media specialist, 2) the role
of supervisor media, 3) the role of the board of education. First, the role of principle and
media specialist was applied, because teacher gave decision to use the text books based
on students’ need and made them more effective. The teacher’s objective would be
effective to reach without spending more time. Second, the role of supervisor media.
Teacher gave decision to select the text books needed based on English teacher
organization decision and would be approved by Supervisor.The text books that was used
student’s work sheet. The last, the role of the board of education. Pati English teacher
organization would revise the text books yearly, and English teachers who used the text
books from publisher made selection yearly. it could draw conclusion that that the
instructional material had applied at grade X SMA N 2 Pati had applied the three type that
needed of the student’s need (related with the role of principle of media specialist),
supervisor’s approval (related with the role of supervisor media), and created teacher’s
mind based on curriculum (related with the role of the board of education). This school
12
never made parent’s agreement to select the books, so the role of reconsideration
committee was never done. Researcher gave opinion that it would better institution,
teacher and parent worked together to select the text books.
The Role of Teacher
Teacher is to be controller that do activity likes taking the roll, reading aloud. Organizer
means teacher should organize students from engage-instruct-initiate –feedback
organizer. Assessor, teacher should give the students be sure that something are right or
correct. Prompter means teacher hold/let students work things out. Participant, teacher
should take the participant that what students do. Resource, teacher can be master the
teaching learning material. Tutor, teacher can offer of general guidance, describing
something, and care to be taken. Observer, teacher observes all of the student’s activities.
Researcher found that English teachers at grade X, SMA N 2 Pati had done all of
the teacher’s roles; controller, organizer, assessor, prompter, participant, resource, tutor,
and observer. Teachers did controller for giving instruction, for example; asked students
to open the book, report the answered, moved around group by group when students
discussed. Organizer, teacher opened, explained, closed the learning. Assessor, teacher
assessed students to complete the answer, understand which one was right or false.
Prompter, teacher gave students motivation and opinion. Participant, teacher did
participant as the students’ activity, Resource, teacher gave students material. Tutor,
teacher handled the class run smoothly, and the last teacher observed all of students’
activities, for example; students’ answered, discussion, reporting the work. Teacher not
only paid attention, but also gave feedback. Controller, organizer, assessor, prompter,
resource, tutor, and observer were always done at the lesson, but the role of participant
was seldom done by the teachers, Researcher gave suggestion that it would better the
role of participant would be always done by English teacher, so it could make students be
interested in the lesson.
The Role of Student
The role of students were to be as performer and listener. However, there were four basic
to be good learner; active planning, academic learning, social learning and effective
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learning. Students at grade X, SMA N 2 Pati had the role of student as to be listener and
performer. Students as performer was found when students answered questions, got
mastering the material, communicate the idea to teacher or other students, read aloud in
front of class. Students as listener was happened when students listened the video or film,
teacher’s explaining, other students’ answered. Students listened carefully all of them to
make them understand and gave feedback in the learning process. It concluded that the
role of student had been done better at grade X, SMA N 2 Pati, not only student as
performer, but also as listener. Researcher suggested that both of the roles of student
would be improve, so the teaching learning could be increased significantly.
Media
The media that had been used at grade X, SMA N 2 Pati in reading English lesson was film,
printed media, internet. Film was the kind of media that teacher gave to the students in
the early of teaching learning process to make students enjoy and be ready for the new
material, for example; the film of Cinderella, Pinokio, flood disaster. The printed media
was the text books that used in teaching learning. There were “Smart English, Pathway to
English for Senior High School grade X”,“Developing English Competence for Senior High
School grade X, English dictionary. Internet was used when teacher created power point
to explain the material, gave students’ home work. There was many kinds of media that
could be used in teaching learning.
Assessment
English teacher at grade X, SMA N 2 Pati had done the assessment to measure students’
ability by doing test and non test. First, The test had been done during the lesson, for
example; at the post test activity, students did test each one indicator in the English
reading competence, daily test had been done by English teacher for three times every
semester and finally, semester test had been done twice in one year. Second, Non test
had been done by English teacher when students did active in the lesson, students’ report
and work, for example; making journal, clipping, reading aloud. Researcher concluded
that English teacher had done the two types in assessment, there were test and non test.
The test was done to measure the knowledge, however the non test had been done to
measure the students’ performance.
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CONCLUSION
Based on findings, it concludes that instructional design for teaching of reading skill at
grade X, SMA N 2 Pati had been done well. It is worth presenting the pedagogical
Implications that can be considered as contribution of the study to the teaching of English,
especially the instructional design of teaching reading at grade X in the curriculum’ 13.
The importance of instructional design are to improve delivery of instruction, and make
the teaching learning effective, efficient.
First, the instructional design in teaching reading can improve delivery of
instruction because teachers have designed the material, classroom procedure, and
classroom reading technique based on the learning objectives, so they can develop the
student’s competence related to the syllabus or curriculum standard. Second, it makes
the teaching learning effective, efficient. The process of design itself focuses on efficient.
It means that teachers apply all of the instructional design elements (the creation of
learning objectives, classroom procedure, material selected, reading techniques used,
understanding of student’s role, applying the role of teacher) in an organized way. The
concentration on designing appropriate strategies promotes the appeal of instruction. The
process of evaluation provides the opportunity to revise instruction to make it more
efficient. If the instructional design can run in efficient, it will reach the teaching learning
target successful that is called effective lesson. The effective instructional design can help
student to get achievement and establish lifelong learners. English teachers can get the
knowledge to have the reflection from this study, so it improves the teaching of reading.
Teachers, especially those in higher education may find it beneficial as valuable input to
better understand and raise the knowledge about the instructional design of teaching
reading at grade X.
SUGGESTION
After done the study, there is the suggestion that given: There are several areas
where further research about the instructional design of teaching reading may be
conducted for grade XI, XII or in other schools. This study examined only teaching reading,
so another research may be examined about listening, speaking, or writing.
English teachers who teach reading competence, it would be better to study the
syllabus, so there will be suitable with the material delivered. Beside of this, teacher
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should select properly and ask for committee’s idea the text books and media used to
make the effective teaching reading.
The institution should facilitate the hot spot area to increase the learning process,
so teachers and students will be easily improving the knowledge. Especially for the
headmaster, the instructional design knowledge should be used to supervise English
teachers in this institution.
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