Designing a set of supplementary reading materials using the adaptation of language experience approach for the seventh grade students of SMP N 8 Yogyakarta.

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DESIGNING A SET OF SUPPLEMENTARY READING MATERIALS USING THE ADAPTATION OF LANGUAGE EXPERIENCE APPROACH

FOR THE SEVENTH GRADE STUDENTS OF SMP N 8 YOGYAKARTA

A THESIS

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

in English Language Education

By

Caecilia Retnaningtyas Sabdojati Student Number: 011214019

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DESIGNING A SET OF SUPPLEMENTARY READING MATERIALS USING THE ADAPTATION OF LANGUAGE EXPERIENCE APPROACH

FOR THE SEVENTH GRADE STUDENTS OF SMP N 8 YOGYAKARTA

By

Caecilia Retnaningtyas Sabdojati Student Number: 011214019

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To all the students whom we have taught

And from whom we have learned

T his thesis is dedicated to: M y beloved B apak and I bu M y brothers Y osep and M ati us

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STATEMENT OF WORK’S ORIGINALITY

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

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ACKNOWLEDGMENTS

Praise be to Lord Jesus, the Almighty. Only because of his abundant blessings I could accomplish my thesis. I am also so blessed to have people who have supported and facilitated me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.

My special gratitude goes to Drs. Concilianus Laos Mbato, M. A., my major sponsor, for his willingness to guide me in writing the thesis. I also thank God for having Made Frida Yulia, S. Pd., M. Pd., as my co-sponsor. I thank her for sharing her occupied time and energy to give valuable criticism towards my thesis. Without both of them, I would not have been able to accomplish my thesis.

My deepest gratitude goes to my beloved family. I should thank God for giving me Bapak and Ibu. The love, affection and patience they give me make me strong. I am lucky just to ha ve Mas Yosep who always cares about me and gives everything I need. I also owe Dik Matius who has worked hard to help me do this and that. He makes everything easier. I am happy to have my only sister Dik Maria, a very good friend for sharing tears and laughter. She always supports me when I am down. I dedicated this thesis to all of them.

I should be grateful to have Yohanes Normatyas Prasetyawan. I thank him for his outpouring love and allegiance. I thank him for being an affectionate friend, brother and boyfriend. When everyone walked away, he is always there; standing

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next to me. He urges me just to be myself. I learn many things from our relations. I cherish the love he gives me.

I am greatly indebted to the English teachers of SMP N 8 Yogyakarta; Mr. Priyadi, Mrs. Rosa, Mrs. Septi, Mr. Ibnu, and also the lecturer of the English Language Study Program of Sanata Dharma University, Miss. Mitha. I thank Sr. Margarate O’Donohue FCJ for correcting my thesis and for giving me chances to share everything with her. I thank her for encouraging me to do the best I can. They gave me a hand during the process of my thesis writing with open arms.

I have been through so many things to accomplish this thesis. I thank Mas Anwar for giving me a favor in making the CD’s label and cover look magnificent. I thank Angga who was willing to facilitate me and share everything, Mbak Mis who has become a nice sister, Nita and Bagus who make my family more cheerful, Widya

and Iwuk who are very generous and helpful. I am happy that we always together through thick and thin. I also thank Indah, my lovely sister, for her affection and attention. I would not have accomplished it without them. I thank Henry for sharing experiences, ideas, and everything. Next is to my boarding house friends; Bebex, Nina, Tatia, Santi, Endang, Eka, Agnes, Ani, Hari, and Rina. They are all unique. I learn so many things about understanding, loyalty, and patience through togetherness.

I would like to give my appreciation to all of my friends during my stud y in Sanata Dharma University, especially Dinta, Wiwied, Marta, Shela, Yuyun, Anita

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and all my friends of PBI’01. All we have been through are becoming beautiful memories in 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

TITLE PAGE………...

PAGE OF APPROVAL………..

PAGE OF THE BOARD OF EXAMINERS ………..

PAGE OF DEDICATION………..

STATEMENT OF WORK’S ORIGINALITY………...

ACKNOWLEDGMENTS………..

TABLE OF CONTENTS...

LIST OF TABLES ……….

LIST OF FIGURES………

ABSTRACT………...

ABSTRAK………

CHAPTER I INTRODUCTION

A. Background of the Study ………..………. B. Problem Identification ………..………. C. Problem Limitation ………...………. D. Problem Formulation ……….……… E. Research Objectives ………... F. Benefits of the Study ………...……… G. Definition of Terms ……… CHAPTER II LITERATURE REVIEW

A. Theoretical Description ………... 1. Reading……….. ……….. a. The Concept of Reading……… b. Effective Reading Instructions and Grouping Plans………….. …... c. Teaching Reading Comprehension…...………

i ii iii iv v vi ix xii xiii xiv xvi 1 7 8 10 10 10 11 14 14 14 15 16

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2. Language Experience Approach.………...………... a. LEA to Classroom Organization………... b. The Basic Technique of LEA……… …………... c. The Adaptation of LEA………. d. The Stages of Language Acquisition……….. …. 3. Instructional Design Models...……….. a. Kemp’s Model ………... b. Yalden’s Model ……… B. Theoretical Framework ………... CHAPTER III METHODOLOGY

A. Research Method ………. B. Research Respondents ………. C. Research Instruments ……….. 1. Questionnaires.……….. 2. Interview ………...…... D. Data Gathering Techniques……….……… E. Data Analysis Techniques……….………...…… F. Research Procedures...………..… CHAPTER IV RESEARCH RESULTS AND DISCUSSION

A. The Stages in Designing the Materials………. 1. Conducting Needs Survey..………... a. The Data from the Questionnaire…..……….... b. The Data from the Interview……….. ……….. 2. Determining Goals, Topics, and General Purposes……... ………….. 3. Specifying Learning Objectives ………... 4. Listing Subject Content ……… 5. Selecting Teaching Learning Activities and Materials……….………

19 20 20 21 23 25 25 28 30 36 38 39 39 40 41 41 43 45 45 46 49 51 51 52 54

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6. Designing the Materials……… 7. Evaluating the Designed Materials...……… 8. Revising the Materials………..……… B. The Findings of the Designed Materials Evaluation ……….. 1. Description of the Respondents of the Post-design Survey……...…... 2. Data Presentation ………. a. Descriptive Statistics ……….... b. Respondents’ Opinions on the Designed Materials... ……….. c. Respondents’ Suggestions on the Designed Materials………. C. The Revision and Improvement of the Designed Materials…...…... D. Presentation of the Instructional Materials Design ………. CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions ………. B. Suggestions ………... REFERENCES ………..…………..

APPENDICES………...

Appendix A The Letter of Permission………...………... Appendix B The Needs Survey Questionnaire………. Appendix C The Evaluation Questionnaire………..……… Appendix D The Interview Guidance ………. Appendix E The Results of the Needs Survey.……….…….... Appendix F The Basic Competencies………….…………..……… Appendix G The Indicator(s)……… Appendix H Syllabus……… Appendix I The General Description of the Designed Materials………. Appendix J The Presentation of the Designed Materials ……….………

54 55 55 55 56 56 56 58 60 61 63 65 67 70 73 76 80 82 85 87 90 93 99

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LIST OF TABLES

Table 1: Respondents of the Survey Study (Blank)……….………… Table 2: Points of Agreement on the Designed Materials...……… Table 3: The Respondents’ Opinions on the Designed Materials (Blank)…... Table 4: The Results of the Needs Survey………..………... Table 5: The Basic Competences……….……… Table 6: The Indicator(s)………....…….… Table 7: The Description of the Respondents………….………...

39 42 43 83 86 88 56

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LIST OF FIGURES

Figure 1: Kemp’s Model ………... Figure 2: Yalden’s Model ……….. Figure 3: The Writer’s Framework Adapted from Kemp’s and Yalden’s Models...

28 31 35

xiv ABSTRACT

Sabdojati, Caecilia Retnaningtyas. 2007. Designing a Set of Supplementary Reading Materials Using the Adaptation of Language Experience Approach for the Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: English Language Education Program, Sanata Dharma University.

The study aims to design a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta. Developing materials using the adaptation of the Language Experience approach is potential in improving students’ motivation and reading skills.

The study deals with two problems: (1) How is a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta designed? and (2) What does the set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta look like?

To solve the first problem, the writer adapted and combined the instructional design models offered by Kemp and Yalden. There were eight steps to design the materials, namely: (1) Conducting a Needs Survey, (2) Determining Goal, Topics, and Gene ral Purposes, (3) Stating Learner’s Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Resources, (6) Designing Materials, (7) Evaluating the Designed Materials, and (8) Revising the Materials.

The writer conducted educational research and development (R&D) in which the research process was used to develop a set of supplementary reading materials. To gain data for material development, the writer conducted survey research. It was divided into two stages, pre-design survey and post-design survey. In conducting the survey study, the writer used two instruments, namely questionnaires and an interview. The first questionnaire was distributed to 38 students of class VII-5 of SMP N 8 Yogyakarta to assess learners’ needs. Besides, the writer conducted an interview with their English teacher to collect additional information. Having finished designing a set of materials, the writer distributed the second questionnaire to a lecturer of English Language Study Program of Sanata Dharma University and four English teachers of SMP N 8 Yogyakarta to obtain opinions, comments, criticisms, and suggestions on the designed materials.

To solve the second problem the writer presented the final version of the designed materials. There are two major parts in each unit. The first is “Prior Project”. A number of tasks should be completed before starting the lesson. The second consists of four sections, namely (1) Tell Your Story! (2) Let’s Write and Read

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It! (3) Explore Your Story! (4) Word Bank and Story Collections. They are done during the learning process in class. The presentation of the final version of the designed materials can be seen in Appendix J.

Based on the results of the post-designed survey, the writer concluded that the designed materials were acceptable and appropriate. It was shown from the data presentation of the descriptive statistics in which the grand mean is 4 (four). However, some revisions and improvements were still made to present better designed materials.

Finally, the writer expects that the designed set of materials will be useful for the students and for the teachers who will implement the materials and also inspire other researchers who will conduct a research and English teachers who will develop materials which in relation to these developed materials.

xvi ABSTRAK

Sabdojati, Caecilia Retnaningtyas. 2007. Designing a Set of Supplementary Reading Materials Using the Adaptation of Language Experience Approach for the Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Studi ini bertujuan untuk mengembangkan materi membaca pelengkap dengan menggunkan adaptasi Language Experience Approach untuk siswa kelas tujuh SMP N 8 Yogyakarta. Mengembangkan materi dengan menggunakan adaptasi Language Experience Approach berpotensi untuk meningkatkan motivasi dan kemampuan membaca.

Terdapat dua permasalahan dalam studi ini: (1) Bagaimana merancang satu set materi membaca tambahan dengan menggunakan adaptasi Language Experience Approach bagi para siswa kelas tujuh SMPN 8 Yogyakarta? (2) Bagaimana tampilan materi tersebut?

Untuk memecahkan permasalahan pertama, penulis mengadaptasi dan menggabungkan dua model yang dikemukakan oleh Yalden dan Kemp. Ada delapan tahap dalam perancangan materi, yaitu: (1) melakukan survei untuk mengetahui kebutuhan siswa, (2) menentukan tujuan, topik dan tujuan umum, (3) merumuskan tujuan pembelajaran, (4) mengurutkan materi belajar, (5) memilih aktifitas belajar/ mengajar dan sumber pembelajaran, (6) merancang materi, (7) mengevaluasi, dan (8) memperbaiki.

Untuk memecahkan permasalahan kedua, penulis menampilkan hasil akhir materi. Ada dua bagian utama di setiap unit. Pertama adalah “Prior Project”. Sejumlah tugas harus dikerjakan sebelum memulai pelajaran. Kedua terdiri dari empat bagian, yaitu: (1) Tell Your Story!, (2)Let’s Write and Read It!, (3) Explore Your Story!, (4) Word Bank and Story Collections. Kegiatan tersebut dilakukan selama proses belajar di kelas. Penyajian materi dapat dilihat pada Lampiran J.

Penulis melakukan penelitian pengembangan yang proses penelitiannya digunakan untuk pengembangan materi. Untuk memperoleh data bagi pengembangan materi, penulis mengadakan studi penelitian yang terbagi dalam dua tahap; pra perancangan materi dan paska perancangan materi.Untuk melakukan penelitian, penulis menggunakan dua alat, yaitu: kuisioner dan wawancara. Kuisioner yang pertama dibagikan kepada 38 siswa kelas VII-5 SMP N 8 Yogyakarta untuk mengetahui kebutuhan siswa. Selain itu, penulis juga mengadakan wawancara dengan guru Bahasa Inggris untuk memperoleh informasi tambahan. Setelah materi selesai dirancang, penulis kemudian membagikan kuisioner kedua kepada seorang dosen Pendidikan Bahasa Inggris dari Universitas Sanata Dharma Yogyakarta dan empat orang guru Bahasa Inggris SMP N Yogyakarta untuk memperoleh pendapat, komentar, kritik dan saran tentang materi yang telah dirancang.

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Berdasarkan hasil penelitian paska perancangan materi, penulis menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata adalah 4 (empat). Namun demikian, beberapa perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.

Akhirnya, penulis mengharapkan bahwa materi ini dapat berguna untuk siswa dan para guru Bahsa Inggris yang akan menggunakan materi ini dan akan mengilhami penulis lainnya yang akan melakukan penelitian dan guru Bahasa Inggris yang akan mengembangkan materi yang berkaitan dengan materi yang telah dikembangan ini.

CHAPTER I INTRODUCTION

To reveal a thorough discussion of the main problems of the study, the writer presents several important points. Systematically, chapter one elaborates the background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

Reading can draw imagination to see whatever physically eyes could not see and go wherever the mind wants to be. When someone enjoys reading, his imagination visits places and sees any objects that fascinate him without leaving his place. Reading takes us out of our country and ourselves. It provides experiences through which the individual may expand greater knowledge achievement of anything that exists in the world.

Reading has power to refresh our mind and entertain us. Reading is the most rewarding use of the expanded leisure. When people read a novel or a short story, for example, they create their own settings, atmosphere, sound and each detail, so that they are emotionally involved in the story that is being read. Reading helps people to reduce tension and in some ways, reading can bring inspiration to people in overcoming their problems.

Solita Sarwono (2002), a psychologist, affirms that reading stimulates imagination and analytical concept. It is believed that the habit of improving imagination is beneficial to sharpen the wits. Let us look at Indonesian history about the vice president of Indonesia in 1978-1983, Adam Malik (2005: 29). It is written there that only few people know that this intelligent man only finished his primary education. However, people should believe that it was his amusement at reading that formed his intelligence. Reading books had extended his knowledge and enabled him to possess critical thinking so that he could struggle and dedicate his thought to the development of the country. Hence, everyone needs to form reading habits in order that he can take the advantages of reading.

There is a reasonable explanation why people who are avid readers possibly have good communication skill in social intercourse. Bright and McGregor (1973: 52) say that general knowledge depends on reading. It means that the content of reading can enrich the knowledge of the reader, thus he would be able to participate confidently in all topics of discussion. It helps someone to enter various classes of society easily. Reading also forms the reader’s mind to be more realistic and logical. He would be accustomed to expressing ideas in comprehe nsible and logical sequences so that other people could understand the points of discussion. As a result, an effective communication will always occur.

Considering the remarkable advantages, reading should be seen as the fulfillment of the human necessity in life. Unfortunately, Indonesian citizens have poor reading awareness. Prof. Riris K. Toha Sarumpaet, Ph. D. (2005: 53), a lecturer

of cultural science faculty of UI, states that Indonesian people do not believe that reading can make them happier and more intelligent. They lacked motivation to read. The students’ poor reading motivation influences their ability in reading English. Based on the results of the questionnaire distributed to the seventh grade students of SMP N 8 Yogyakarta and the interview with one of their English teachers, the students faced some problems in reading English texts. First, there were too many difficult words. Inevitably, they could not find the meaning of what they read. Second, sometimes the students were given unfamiliar topics to read. They did not have an adequate background of knowledge which is needed to comprehend the reading text. The last, the reading activities were monotonous. Therefore, the students were often reluctant to do the tasks. Presumably, those problems in reading affected their reading interest and motivation.

Motivation is a key to learning by which the students have impulse or desire to do it. Motivation is seen as the fulfillment needs. The EFL student who is meeting needs in learning to read the language will be positively motivated to learn. However, there is no single or simple way to change all students’ attitudes toward reading.

In order to be able to design appropriate reading materials for the seventh grade students of SMP N 8 Yogyakarta, the writer needs to take account of three main problems mentioned before. Therefore, the writer focuses on the creation of reading materials which the learning activities will be enjoyable and effective in improving their motivation and reading skills.

Indone sian schools commonly use Basal Reader Approach, which is the common practice involving the use of textbook as the approach in teaching reading. It seems preferable to use this approach because the program has been presented as a safe, well-controlled system for teaching reading (Dixon and Nessel, 1983: 10). There are sequence charts which appear to provide systematic instruction that teacher can use when conducting the lesson.

However, the writer considers that Basal Reader Approach will be difficult to help the students to enhance their reading motivation since the students are demanded to follow the fixed instruction. The learning activities can be enjoyable and effective in improving the students’ motivation and reading skills when the program is able to accommodate their interest and adjust to the English proficiency level in determining the topics and learning activities. Thus, the writer needs to focus on creating a body of materials that students find interesting. Gebhard (2000: 213) mentions some indicators as a reference to designing reading materials. “People learn better when something they are studying has considerable meaning for them, when it really comes out of their own lives, when it is something that they in some way commit themselves to or invest themselves in.” Therefore, students need a reading program that considers some points. First, the reading topics provided should rely on their reading ability and interest. It can be obtained by conducting a needs survey. Second, the program should provide many activities in which the students can learn in an encouraging class situation, such as giving songs and games. Third, the selected activities should make the students active and enable them to do all the activities based on their own life

experiences, for instance, sharing and discussion about the results of observations and interviews. A careful comprehension toward students’ ability and interest is required to conduct enjoyable as well as effective reading activities.

In the study the writer introduces the adaptation of Language Experience Approach (LEA) as the basis for designing a set of supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta. LEA was first introduced in 1960 by Professor Roach Van Allen (www.lyteracyconnections.com). He showed how it creates a most natural bridge between spoken language and written language.

“What I can think about, I can talk about. What I can say, I can write.

What I can write, I can read.

I can read what I can write and what other people can write for me to read.” Based on the concept of LEA, the students use their own vocabulary, language patterns, and personal experiences to create reading text s and make reading a meaningful process. In practice, the teacher gives a certain topic which is interesting for the students and asks them to discuss it with some friends or with the whole class. Each student is given freedom to dictate his personal experience related to the topic, and then the teacher or the student himself writ es it down as the reading text. Meaningful materials are learned more quickly and easily when the students have personal experience. By doing this process, the students can learn reading in a relaxed and encouraging manner and finally it will help the students to develop their reading skill. Besides, the students learn to give self-esteem and appreciation to others. As researcher and theoreticians began suggesting, reading would be easier when the

reading text closely matches the learner’s own experiences and oral language patterns (Tierry, Readance, and Disher, 1980 as cited by Dixon and Nessel, 1981: ix).

LEA is initially intended to teach reading to the students of English as a second language. However, this approach has been adapted by many experts for the necessity of teaching reading to the students of English as a foreign language. Considering the students’ English ability and the function of English as a foreign language, some experts develop learning media based on LEA to help the students learning reading. Language Experience Charts and key word are the adaptation of LEA which are used to help students learn using LEA. Further discussion can be found in Chapter II.

The designed materials begin with simple instructions, especially in the session of creating one’s own story, which can be hard for the students to do. For example, the teacher provides an incomplete reading text. Some words are missing and the teacher asks the students to fill in the blank spaces. Another example, the teacher provides an unfinished story. Students may complete the story based on their personal experiences. Those activities can help the students to be familiar with the new techniques.

In conclusion, by using the adaptation of LEA, the writer intends to create more interesting reading materials. Therefore, the students will find a new and enjoyable way of learning. Besides, LEA involves all the communication skills. Dictation is preceded by discussion of the topics or stimulus for the story. The students have the opportunity both to listen to what others in the group are saying and

to participate verbally in the discussion, thereby practicing oral language in a natural communication setting. The dictation itself serves as the basic material for developing reading ability. Writing their personal stories is a natural extension. The reading program by using the adaptation of LEA is well-designed, allowing maximum adjustment to learning needs and improving self-confidence and self worth.

B. Problem Identification

The world where humans live today has witnessed a tremendous progress in the field of science and technology affecting all facets of life and shrinking this expansive world. People should be aware of the changes in the human life and the environment that could bring profit or even loss to human life. Certainly, people need to keep up with what is going on today. It is reading that can be one of the information sources. Besides, reading helps people sharpen the intellectual quality and possess critical thinking, which are totally useful in determining the best way to live.

Indonesian people, as a part of the world society with no exception, needs to keep up with the actual information in order to adjust with the progress, which can be obtained by reading. Unfortunately, the society still has poor reading habits. Bonneff (1998: 93) affirms that Indonesia is one of the countries whose people have the lowest reading awareness. Therefore, this attitude can influence students’ awareness about the importance of reading. Many students do the reading activity only when their teacher asks them to do so. In brief, they only read for their academic purposes.

This manner, however, will lead students into failure in forming their appreciation towards reading and will not have awareness of the importance of reading which is found useful in facing the challenges of their future life.

The fundamental consideration is that a teacher needs to find the best method of teaching reading to the seventh grade students in relaxed and encouraging circumstances. In the end, the students will have the habit of reading and take extraordinary advantages of it. Therefore, the writer introduces Language Experience Approach (LEA) as the basis for designing a set of supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta. LEA is characterized by the students’ active learning which involves close relation between thinking, talking, writing and reading while teacher has the duty to stimulate, monitor and evaluate the students’ learning activity. LEA to reading instructions is based on the student’s experience. This approach is considered suitable for Indonesian students’ needs of learning reading. Students of English as a foreign language would best accomplish reading instruction when the reading materials are based on the real life experiences that are meaningful to them. They need many opportunities to practice reading in a setting which is both comfortable and familiar.

C. Problem Limitation

The problems to discuss in this study are limited to designing and presenting a set of supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta. The study is not meant to be developed into experimental research. The

writer only designed the materials and did not test the materials to see their effectiveness. The designed materials are intended to help the students gain greater competence of reading in enjoyable and encouraging ways.

LEA uses a natural way of helping students acquire all language skills. Therefore, the writer attempts to develop a set of reading materials by heavily emphasizing the use of adaptation of the Language Experience Approach (LEA). The central concept of LEA is the use of experiences to create a reading text and make reading a meaningful process. This method can make the students interested in learning reading.

The chief target of implementing the adaptation of LEA is to help students to learn reading in a more comfortable and encouraging way by giving the students freedom to create reading materials based on their experiences. Consequently, the teacher encourages the students to create meaningful reading. He should not force the students to use appropriate vocabulary and language pattern during the dictation, because it can lead them into a frustrating learning situation. Otherwise, the teacher should be able to make enjoyable activities.

The materials developed in this study are intended to facilitate and stimulate the students to share, discuss, listen, tell, dictate, and read back each reading text since it takes its direction from the personal experiences. In order that the students are familiar with the topic discussed, the teacher can provide Language Experience Charts and key word to record their own experiences and background knowledge.

D. Problem Formulation

Referring to the previous explanation, the writer formulates two problems that are to be discussed. They are stated as follows.

1. How is a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta designed?

2. What does the designed set of materials look like?

E. Objectives of the Study

In accordance with the problem formulation above, this study aims to:

1. design a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta. 2. present the designed set of materials.

F. Benefits of the Study

This study is expected to give beneficial contribution to those who are concerned with education especially for:

1. English teachers

The materials presented in this study may assist the teachers of the seventh grade of junior high school in teaching reading by implementing Language Experience Approach as a new method to help the students enhance their reading enjoyment and motivation and to develop their reading skill.

2. The seventh grade students of junior high school

The students are hopefully encouraged to build their reading motivation by learning using Language Experience Approach since the students are given freedom to participate in creating the reading materials pursuant to their interest and daily life experiences. Furthermore, assisted by the teacher, the students could learn integrative language skills: speaking, listening, writing, and reading.

3. Other researchers

The results of the study hopefully provide beneficial information and give a stimulus for further study. By using the adaptation of Language Experience Approach, better and more interesting materials could be presented.

G. Definition of Terms

The following are some definitions of terms which are used by the writer in the study.

1. Design

Design is defined as “the general arrangement of developing plan to guide educational activity in situation” (Ho ule, 1978: 230). In the study, the writer develops a set of supplementary reading materials using the adaptation of Language Experience Approach.

2. Supplementary materials

In Oxford Advanced Learners’ Dictionary, (Hornby, 1995: 1200) supply means ‘’to give something that can be added to something else to improve or to complete it.” Thus, supplementary means addition of something to improve something else. In this study, supplementary means that a set of reading materials is designed to improve or to develop the existing reading materials used in the classroom.

3. Reading

Reading is regarded as “the ability to make sense of written or printed symbols. The reader uses the symbols to guide the recovery of information from his memory and subsequently uses this information to construct a plausible interpretation of the writer’s message” (Mitchell, 1983: 1). According to Ibson and Levin (1979: 5), reading is extracting information from a text. It is stated that the text is not merely the printed words but also the combination of text and pictures, diagrams, graphs, illustration and so on. In this study, reading can be understood as the ability to make sense of the combination of printed words with pictures, diagrams, graphs, illustration and so on by recalling the information based upon individual experiences.

4. Language Experience Approach

Language Experience Approach is a reading instruction approach that uses the student’s own vocabulary, language patterns, and background of experiences to create the reading text and make reading a meaningful process (Dixon and Nessel, 1981: 9). LEA puts an emphasis on the holistic paradigm of language instruction. The holistic paradigm of language instruction emphasizes multilevel of language skills, i.e.

speaking, reading, writing and listening as comprehensive components of language instruction. In practice, LEA recommends unstructured, spontaneous, and meaningful contexts to be provided. Therefore, the students’ prior knowledge, background experiences, and participation in preparing the reading materials are of paramount importance in this approach.

5. The Adaptation of Language Experience Approach

The word “adaptation” is the noun form of the verb “adapt”. Adapt means “make suitable for a new use, situation, etc” (Hornby, 1995: 13). Therefore, adaptation can be understood as something which is made suitable for a new use or situation. In the study, the writer considers the use of the adaptation of LEA as the appropriate fo undation for designing the supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta rather than the implementation of the original LEA. Initially LEA was implemented to teach students of English as a second language. However, Indonesian students learn English as a foreign language. They need learning techniques and materials which consider their language skills and the function of English as a foreign language. To this end, the writer uses the adaptation of LEA which has been broadly developed by many educators. To design the suitable materials for the students, the writer uses Language Experience Charts developed by Doris Lee (1943) and key word concept developed by Sylva Ashton-Warner (1963).

14 CHAPTER II

THEORETICAL REVIEW

This chapter mainly discusses the theories supporting the study. There are two parts of discussion. The first part will examine the theoretical description conveying three main points, namely the nature of reading, Language Experience Approach, and Instructional Design concept. The second part is the theoretical framework which summarizes all major relevant theories to help the writer solve the problems.

A. Theoretical Description

This part will examine several theories which support the study. The explanation will be presented into several sections as follows.

1. Reading

a. The Concept of Reading

The assumptions teachers make about the nature of reading determine their choice of teaching methods and materials (Reason and Boote, 1987: 43). It allows for a decision to be made about selecting methods and materials in a logical and rational manner. After determining the concept, the teacher is free to modify the approaches and materials which may be required to use.

Mitchell (1982: 1), in his book “The Process of Reading”, defines reading as the ability to make sense of written or printed symbols. The reader uses the symbol to recall information from his or her memory, and then uses the information to construct

a logical interpretation of the writer’s message. In other words, the reader’s knowledge determines his or her ability in receiving the writer’s message. Similar to the previous statement, Anderson as cited by Nunan (2003: 68) defines reading as “the fluent process of reader combining information from a text and their background knowledge to build meaning.” For the success of reading, it is necessary that students acquire appropriate linguistic knowledge and background knowledge. These two knowledge sources are essential for build ing the reader’s comprehension.

Goodman (1976) and Smith (1978) as cited by Vacca (1981: 12) define reading as an active process of deriving meaning. A reader interacts with print in an effort to understand the author’s message and makes sense out of what she or he reads. Reading is not simply a passive process. It is more than seeing words clearly, more than pronouncing printed words correctly, more than recognizing the meaning of isolated words. Reading requires thinking, feeling and imagination.

b. Effective Reading Instruction and Grouping Plans

According to Rouch and Birr (1984: 137-138), there is a high correlation between teacher behavior and student learning. Below are two areas of teacher behavior that promote maximum learning for students.

1) Instructional Considerations

The teacher should consider several aspects in giving the instruction. First, there should be a wide variety of materials in order to meet many different reading interests of the students which are useful to build their reading motivation. Second, a

variety of interesting activities are important to make the learning enjoyable. Third, the teacher should give clear directions so that the students will know both the teacher’s expectations and their responsibility. Fourth, the teacher should give students cues to help elicit the correct response rather than supply immediate answer or call on another student when a student fails to answer. Fifth, the teacher is encouraged to use any teaching tools which support the learning.

2) Psychological Considerations

Regarding the psychology of the learner, the teacher should consider some points. First, in planning learning activities, he should consider the development of the students’ character, not their grade level. Second, he encourages the students to listen when another student is attempting to contribute some ideas to a discussion. Third, whatever contribution a student is able to make, even if his answer is incomplete, the teacher should be able to recognize.

c. Teaching Reading Comprehension

Previously, teaching reading simply emphasized accurate and fluent pronunciation. Today, a dominant goal of reading is comprehension. This means the ability to find meaning in what is read (McNeil, 1980: 129). The idea of gaining understanding, meaning, or knowledge from reading is emphasized.

There are two specific comprehension skills and techniques that help students understand what they are reading (McNeil, 1980: 129-130). The first is literal comprehension by which the skill helps the students deal with explicitly

stated information. At this level, to comprehend means they must have vocabulary knowledge, know how to follow the structure of the passage and know how to locate answers to specific questions. The second is inferential comprehension. It requires the student’s understanding in order to find meanings of what is read. Therefore, they need to possess a general ability to reason with the information presented, to be aware of linguistic clues, and to draw from personal experiences to what author has written.

Comprehension is the main goal of today’s reading program. Each teacher is expected to develop a set of reading program which facilitates the students in gaining the comprehension. To do this, Rouch and Birr (1984: 4-6) propose six factors affecting students’ comprehension which can be teacher’s guideline in developing his reading program.

1) Difficulty of Materials

A teacher should be aware of the readability levels of the written materials being used in the classroom. He or she needs to check whether students are having problems in understanding what is being read. Giving them too difficult materials can make them frustrated and lose motivation.

2) Grouping for instructional materials

For the success of comprehension development, students need to be grouped based on the reading ability level.

3) Interest

To develop the students’ reading comprehension skill, the selection of written materials should consider their interest. The students’ interests are varied. Therefore, various materials can help students enjoy the reading.

4) Background of experiences

Developing the background will help students to understand the concept included in the written materials. Comprehension involves an abstract thinking process based upon understanding of concrete facts. Students cannot fully grasp the meaning of the sentence unless they truly understand the concept of certain things. The understanding can be accomplished through discussion or by presenting pictures or story reading. In many instances the real experiences of the students can be related to the written materials.

5) Purpose for reading

Students should understand the purpose for reading before they start reading. It can be established in many ways, such as discussion about the materials, student’s experiences related to the topic and benefit they can take from the reading material.

6) Reading rate

Children should learn to adjust their speed of reading to the purpose for reading; thus, two points need to be considered. First, speed of reading should not be a concern until the students have mastered the decoding skills. Otherwise, the students might be

frustrated. Second, there is no one speed of reading. It means different materials need different speed of reading.

2. Language Experience Approach

Tierney, Readence, and Disher (1980) as cited by Dixon and Nessel (1983: x) suggest that reading is easier when the reading text closely matches the learner’s own experiences and oral language pattern. Language Experience Approach (LEA), one of the reading approaches, is considered potential in facilitating the students to improve English language competence especially reading. The basic concept of LEA is that students are given freedom to create the reading text based on their own experiences and to make reading a meaningful process.

LEA has many advantages for EFL learners since it involves all the communication skills. Brown (2001: 298) affirms that interactive, integrated approaches to language teaching emphasize the interrelationship of skills. In brief, reading ability will be developed best in association with writing, listening and speaking. In practice, discussion on a topic for the story precedes the dictation. The learners have the opportunity both to listen to what other learners say and to speak as he participates verbally in the discussion. Once students have begun mastering the reading process through their dictation, writing their own stories becomes the next step. At this step, the students have opportunities to improve their writing skill. The last step is read back the text in order to be familiar with the text. In the end, they can improve their reading skill.

a. LEA to Classroom Organization

LEA to reading takes its direction from the experiences of individual students. This means a reading class instructions centers on students’ interests and participation. There will be a great deal of sharing, discussion, listening, telling, dictating, and “reading back” of the written material. The teacher modifies the classroom setting to become, for example, meeting places, teamwork positions, private reading positions, and private reading spots.

Basically, LEA has three specific features that differ from those of Basal Reader Approach (Searfoss and Readence, 1985: 114). The first feature is “child initiated”. It means the students tell story from their experiences. At the second feature called self- selected and child-paced, the students determine how fast instruction will go, which topic will be discussed, and which activities will be used to reinforce learning. At the last feature called child-language-based, the students use their own vocabulary to describe their experiences.

b. The Basic Techniques of LEA

The original techniques of LEA cover five steps (Searfoss and Readance, 1985: 119-120). They are:

Step 1: Getting Started

The teacher encourages the students to have discussion on the topic for dictation by asking their recent experience. Oral language skills are developed and reinforced.

Step 2: Writing the Story or Message

The teacher constructs the basic reading materials by recording the student’s dictation (story) exactly the way they say.

Step 3: Reading the Story or Message

The students read the story several times, with the teacher’s help if needed, until the story has become comprehended.

Step 4: Independent Activity

At this step the teacher helps the students make correction in grammar and wording. Then, the students improve reading skills through activities related to the story. Step 5: Reviewing

The teacher provides opportunities for later enforcement. He should review the story with the students. The students develop confidence and skill with the reading process as they read other students’ stories. They can store words they want to learn and are having difficulty with to form a word bank.

c. The Adaptation of LEA

LEA is an extremely flexible method. It can be modified according to the needs. Those five steps can be incorporated with the adaptation and variation of LEA in order to adjust the instructions to the language competence of the students and function of EFL. The two examples of the adaptation of LEA are key word concept which was developed by Sylva Ashton-Warner in 1963 and Language Experience

Charts which was developed by Lamoreaux and Doris Lee in 1943. Those forms are used to help the students in learning reading using LEA.

1) Key Word

To introduce LEA as a new method in learning reading, teacher can use key word in learning activities. As the topic is given, the students produce some words representing experiences that are real to them; thus, they possess an excellent source of motivating experiences. Once the students become accustomed to dictating experiences by some words, they can begin with some sentences.

There are seven basic steps to producing key word (Searfoss and Readence 1985: 116-117). First, elicit a key word from each student by asking a few probing questions, for example “What do you see in the supermarket? What do you think is the most interesting music instrument? What is an example of good food?” or some order, like “Tell me your feeling when you lived in the village for a couple of days! Mention the name of the building as you see in the picture!” Second, write down the words for the students. Then, ask the students to pronounce the letters with you. Third, have the students say the letters out loud. Fourth, let the students do something with the words immediately, such as copying the words on a piece of paper, drawing a picture of the words, sharing with friends. Fifth, review the word with the students at the end of the meeting or in the next meeting, and then omit any word the students do not remember. Sixth, collect the remaining words. Seventh, reinforce the words. These words can help the students in dictating the story.

2) Language Experience Charts

Language Experience Charts help the students to have guidance in recording experiences and background knowledge. Sometimes in order to help the students when they find difficulty in organizing the information, the teacher gives several pieces of paper consisting of patterns of language and activities, such as observation, notes and interviews. In each chart, there is a specific language pattern and a vocabulary development to be learned.

d. Three Stages of Language Acquisition

Language acquisition should be carried out with appropriate instruction in order to gain maximum language competence. Students vary in their needs and abilities of learning English. Somehow, the same reading program cannot be applied in any heterogeneous group of learners. There are at least three stages of language acquisition which are based on students’ ability to use English (Dixon and Nessel, 1983: 4).

1) The Stage 1 Students

Stage 1 students have no oral English ability. They have limitations of general English language skills. Therefore, the instructional program should be able to facilitate them in learning to understand and speak simple English. The emphasis should be on teaching vocabulary and expressions which are directly related to the student’s daily life, to the people, objects and events encountered in school and at home. Stage 1 students demonstrate the important role of oral language experience

since reading instruction begins only after the student has gained confidence in using oral English.

2) The Stage 2 Students

Stage 2 students may be children, adolescents or adults. They partially have some English language skills and some others have familiarity with a written language. They are able to conduct simple conversations in English and make good progress towards understanding spoken English. Additio nally, the students will have good response to reading instructions. A sequential plan for developing reading skills may be used with the Stage 2 students, incorporating another variation of the LEA. There are four steps conducted at Stage 2. First, the teacher and students construct the basic reading material through dictation. Second, sight vocabulary is developed by asking the student to use the familiar words of the dictated story. The emphasis on word learning activities at Stage 2 is greater than at Stage 1. Third, the teacher supports and accepts the student’s English statements and adjusts the activities and schedule to promote success. Finally, while developing reading skill, the teacher has many opportunities to assess oral language needs in order to plan continuing oral English lessons.

3) The Stage 3 Students

Stage 3 students are often adolescents or adults and also a number of children. These students are generally more self-confident, can handle a somewhat more demanding program which emphasizes reading skill and various concepts which are

presented in content area study. The teaching plan is based on the student ’s dictated story. The teacher then helps the students reconstruct ideas so that the story presents the common English usage standards. Reading skill and oral language ability are developed together.

3. Instructional Design Models

In the theory of instructional design there are many models of instructional design. Each model has some stages which can be used as a step-by-step guidance to develop the materials. The writer presents two instructional design models proposed by Kemp and Yalden. The discussion of the two models is presented below.

a. Jerrold E. Kemp’s Model

There are three questions which are considered the essential elements to construct an Instructional Design Plan (Kemp, 1977: 8). They are:

1) What will be learned?

2) What procedures and resources will be applied in order to reach the goal? 3) How will we know when the education program has worked well?

The first question refers to the formulation of objectives. The second question regards the selection of teaching learning activities and resources. The last one focuses on the evaluation to measure the effectiveness of the whole activities.

Kemp performs a flexible process in which each element interacts with each other. Simplifying and reordering phases of the plan are possible to do. The sequence

and order are fully teacher’s choice. It means the teacher can start with any element by considering that decisions relating to one may affect others.

The instructional design plan proposed by Kemp is claimed to be applicable for any level of education-elementary, secondary and college. It consists of eight parts as follows (1997: 8-9).

1) Establishing goals as the foundation of all education programs, and then listing the major topics which would become the scope of the program and the basis for instruction. Then, the designer should state general purposes of each topic.

2) Obtaining the information about the learning characteristics for whom the instructions are to be designed. It covers academic factors, social factors, learning conditions and learning styles as well.

3) Specifying the learning objectives which are measurable, unambiguous, and realistic. The objectives for learning can be grouped into three major categories, namely cognitive, psychomotor, and affective.

4) Listing subject contents which support each objective. Subject contents refer to sub topics or sub themes. The designer should consider the selection and logical organization of materials. In selecting subject contents, Kemp offers four questions: What specifically must be taught or learned in this topic? What facts, concepts and principles relate to the topic? What steps are involved in necessary procedure relating to the topic? What techniques are required in performing essential skills?

5) Developing pre-assessments to determine the students’ background and present level of knowledge about the topic. Two kinds of testing can be administered in order to obtain an effective assessment. The first is pre-requisite testing which determines whether the learners possess the appropriate background preparation for the topic. The second one is pre-testing which is employed to recognize which objectives the learners may have already achieved.

6) Selecting teaching learning activities and instructional resources which support the subject content. Therefore, the students can accomplish objectives.

7) Coordinating support services. These services include budget, personnel, facility, and equipment which are needed to carry out the instructional plan.

8) Evaluating students’ learning whether they achieve the objectives, with a view to revising and re-evaluating any phases of the plan that need improvement.

Kemp’s Instructional Design Model is illustrated in Figure 1.

Figure 1 Kemp’s Instructional Design Model (Kemp, 1977: 9)

Learner Character-istics Evaluation Revise Learning Objectives Subject Content Teaching/ Learning Activities, Resources Support Services Pre-assessment Goals, Topics, and General Purposes

b. Janice Yalden’s Model

Yalden decides learners’ needs survey as the initial stage in her instructional design model since it is an important stage in constructing instructional materials. She also considers that development of syllabus is needed in organizing the content of language course. Yalden (1983: 7) states that after knowing the type of syllabus that will be applied, the teacher should prepare himself in constructing and developing the instructional materials. The process of developing a language program covers seven stages as follows.

Stage 1: The Needs Survey

Surveys are being undertaken to collect the information about the learners’ needs. This stage is paramount to do in order that the production of purpose for the program can be realistic and acceptable.

Stage 2: Description of Purposes

Description of purposes is prepared in terms of the characteristics of the student and the skill of the students to entry to and on exit from the program. The formulation of the purpose of the language program will establish the foundation in selecting or developing the syllabus type.

Stage 3: Selection or Development of Syllabus Type

There are a number of syllabus types. However, no single model of syllabus design is universally used for any language program. The combination of various models is possible.

Stage 4: The Proto-Syllabus

At this stage, the syllabus designer describes the content of the syllabus. The description of language and language use should be included in the program, such as general notions and specific topics, communicative functions, discourse, variety of language, communicative events, as well as grammar. However, it is not always possible to include all aspects of communicative competence. It needs some considerations, namely physical constraints, description of purposes and specification of target levels.

Stage 5: The Pedagogical Syllabus

The syllabus design has to include teaching, learning, and testing as well. A form of pedagogical syllabus is intended to provide the teacher with knowledge about the learners’ purposes in learning English, so that they can match it with appropriate contents and teaching techniques. It is also used for developing testing sequences and instruments.

Stage 6: Development and Implementation of Classroom Procedures

Due to the development of classroom procedure, a teacher has duties to select the exercise types and teaching techniques. He or she also needs to prepare the lesson plans and weekly schedules. Moreover, Yalden suggests conducting teacher training through briefings or workshop on principles and desired outcomes as well as creation of teaching materials.

Stage 7: Evaluation

This phase comprises three major aspects which need to evaluate, namely the students, the teaching as well as the program. The final performance of the learners should be analyzed whether it fits the goals set.

Stage 8: Recycling

At this stage, materials and teaching approaches need to be revised, if there are discrepancies between goals set and student final performance.

Yalden’s instructional design model is presented in Figure 2.

Recycling

Figure 2 Yalden’s Instructional Design Model (Yalden, 1987: 8)

B. Theoretical Framework

The study aims to develop a set of supplementary reading materials. Hence, the discussion on theory of reading is considered important in order that it can give some points to determine what reading is being understood. As stated in the theoretical description, the assumption that the teacher makes about the nature of reading determines his or her choice of teaching method and materials. The writer

Needs Survey Selection or Development of Syllabus Type Production of Proto-Syllabus Production of Pedagogical Syllabus Development & Implementatio n of Class Procedure Evaluation Description of Purpose

adopts the view that reading is not simply a passive process. It requires thinking, feeling, and imagination.

The writer finds out that reading activities of the seventh grade students of SMP N 8 Yogyakarta would not be able to draw the students into an active learning process by merely using Basal Reader Approach, the commonly used approach. Therefore, the writer introduces an alternative approach, Language Experience Approach. The teaching method and teaching materials will treat the students to be able to learn in encouraging and enjoyable circumstances. Basically, the students become the center of learning. They are free to choose the topics and reading takes its direction from the experiences of individual students.

To make the students familiar with the new approach and to adjust the students’ level of ability, the writer uses the adaptation of LEA. First, Language Experiences Charts and key word will be used. Second, a set of materials will be developed progressively from warm- up activities through, for example, retelling familiar stories and completing an incomplete story to fully independent creations. Language acquisition should be carried out with appropriate instruction in order to gain maximum language competence. Therefore, the teacher should decide at what level the students are in order that he can treat the students with the most appropriate method and materials. The practical implication of this instructional design will be based on the learning activities in the transition from Stage 1 to Stage 2.

In designing the supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta, the writer needs to adapt and combine two

instructional design models namely Kemp’s model and Yalden’s model. Those two models complete each other. The writer combines the three similar or the same stages, namely description of purposes, evaluation, and revision. Then, the writer adapts four steps of Kemp’s model. They are determining goals, topics, and purposes, stating learning objectives, stating subject contents, and selecting teaching learning activities and materia ls. The writer also takes two important stages of Yalden’s model which could not be found in Kemp’s model, namely needs survey and development and implementation of classroom procedures. In brief, the writer sets eight stages resulting from the adaptation and combination of two instructional design models namely (1) Conducting Needs Survey, (2) Determining Goals, Topics, General Purposes, (3) Stating Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Materials, (6) Designing Materials, (7) Evaluating, (8) Revising.

1. Conducting a Needs Survey

The writer uses the first step of Yalden’s model as an initial step in developing supplementary reading materials which suits the students’ needs. At this step, the writer collects the information about the students’ needs, interest, and difficulties in learning by distributing a questionnaire to the seventh grade students of SMP N 8 Yogyakarta. The information about students’ characteristics also supports the production of the designed materials. To attain this purpose, the writer interviews their English teacher.

2. Determining Goals, Topics, General Purposes

The next step is taken from the first step of Kemp’s model, “Considering goals, list topics, and stating the general purpose” and also the second step of Yalden’s model, “Description of Purposes”. The writer determines the goals as the basis for developing a set of reading materials for the seventh grade students of SMP N 8 Yogyakarta. Then, the topics should be chosen to meet the achievements of the goals. The topics are selected based on the needs survey. After all, the writer determines the general purpose of each topic.

3. Stating Learning Objectives

This step is adopted from Kemp’s model. After determining the purposes, the writer specifies the purpose to formulate objectives of what students should achieve after each meeting.

4. Listing Subject Contents

The writer adopts Kemp’s model. In this step the writer make a list of the subject contents that can help the students to achieve the objectives.

5. Selecting Teaching Learning Activities and Materials

This step is taken from Kemp’s model. To enhance students’ reading motivation, the selected activities should draw students into enjoyable learning environment. The writer applies Language Experience Approach in which students are freely creating the text based on their real experience so that they can learn in a

comfortable situation. The materials given should also attract the students’ interest. The arrangement of activities and materials can be based on the results of the needs survey that the writer already carried out.

6. Designing Materials

The writer adapts the sixth step of Yalden’s model, “Development and Implementation of Class Procedure”. The research aims to develop a set of materials and is not intended to be implemented in classroom teaching.

7. Evaluating Materials

The writer adopts the eight step of Kemp ’s model and the seventh step of Yalden. It is necessary to examine whether the designed materials best facilitate the learning. To do this, a questionnaire is distributed to four English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University.

8. Revising Materials

The last step is adapted from the last step of Yalden’s model and Kemp’s model. The writer expects to obtain the respondents’ opinions, suggestions and also criticisms on the proposed materials in order to make a revision. The writer needs to review several important points, namely learning objectives, subject contents, teaching learning activities and also resources since the formulation of them should be able to achieve the goals of the program. In the end, the final version of the

supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta is presented.

Those seven steps can be clearly seen in Figure 3.

Figure 3 The Writer’s Framework Adapted from Kemp’s and Yalden’s Instructional Design Models

Determining

Goals, Topics, General Purposes Conducting a Needs Survey

Stating Learning Objectives

Listing Subject Content

Selecting Teaching Learning Activities and Materials

Designing Materials

Revising Materials

Evaluating the Designed Materials

36 CHAPTER III METHODOLOGY

This chapter discusses the method used in the study. There are six points that will be discussed. They include the research method, research respondents, research instruments, data gathering techniques, data analysis techniques and the research procedures.

A. Research Method

The writer conducted an educational research and development (R&D) in which the research process is used to develop the designed materials. Borg and Gall (1983: 772) stated that educational research and development (R&D) is a process used to develop and validate educational products. Then, the study dealt with two major problems. The first is to find out how a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta is designed. The second is to present the designed set of materials. To solve those problems, the writer used survey research as a means to collect the data which are needed to develop the materials. To gain data for material development, the writer conducted surveys using two instruments. They were questionnaires and an interview.

37

The surveys were conducted for two purposes. The first was to carry out the learners’ needs analysis. The second one was to evaluate the proposed supplementary reading materials. Therefore, the surveys were conducted in two stages.

1. Pre-design Survey

This survey was done to identify the learners’ needs by distributing the first questionnaire to the seventh grade students of SMP N 8 Yo gyakarta because the designed materials were intended to be developed for them. An informal interview with one of the first grade English teachers was conducted to complete the information.

2. Post-design Survey

This survey was done after the writer designed the instructional materials. Technically, the writer distributed the second questionnaire to four English teachers of SMP N 8 Yogyakarta and one lecturer of the English Education Study Program of Sanata Dharma University who were considered qualified and competent to give feedback on the proposed materials design. The results containing judgments, opinions, comments, and suggestions on the proposed designed materials became the sources for revision. They were valuable for developing the final version of supplementary reading materials.

38 B. Research Respondents

In the survey research, the respondents were grouped into two. The first group was intended to obtain information about the learners’ needs. The second group was intended to obtain feedback on the proposed materials design.

1. Respondents of the Needs Survey

To collect information about the learners’ needs, the writer distributed a questionnaire to the seventh grade students of SMP N 8 Yogyakarta as the respondents of the survey. The class, which was used as the respondents, was class VII-5. The total number in the class is 38 students. An informal interview with one of the first grade English teachers of SMP N 8 Yogyakarta was also conducted. The purpose was to collect additional information which was useful in designing the materials, such as the students’ characters, the students’ level of ability, the methods used, and the class activities during the English lesson.

2. Respondents of the Evaluation Survey

Based on the learners’ needs analysis, the writer designed the supplementary reading materials. However, the proposed design needed evaluation from qualified and competent respondents in order that the writer would be able to present the final version of the designed materials which best facilitated the students’ needs and interest. The writer distributed a questionnaire and the designed set of materials to four English teachers of SMP N 8 Yogyakarta and one lecturer of the English

39

Education Study Program of Sanata Dharma University. The description of the respondents of designed materials evaluation survey was presented in Table 1.

Table 1 Respondents of the Survey Study (Blank)

Group of Respondents

Sex Educational Background

Teaching Experiences (in Years) Teacher Lecturer

Age

F M S1 S2 S3 <3 4-10 11-15 16-20 >20

C. Research Instruments

According to Ary, Razavieh, and Jacobs (2002: 417-418), research instruments can be used to obtain information concerning facts, beliefs, feeling, intentions and so on. The writer would use all the information to present the most suitable supplementary reading materials. There were two kinds of instruments used in the study. They are as follows.

1. Questionnaires

The writer used two questionnaires as the main instruments to obtain the data from the respondents. Questionnaires were considered more efficient and practical for the study. They took less time compared to interviewing each respondent.

The first questionnaire was used to assess learners’ needs. According to Ary et al. (2002: 389), survey instruments have two basic types of questions. They are closed-ended questions and open-ended questions. The first type is used when all the possible and relevant responses to a question can be specified and they are limited.

40

The second type is used when there are a great number of possible answers or when the possible answers could not be predicted.

To construct the items in the first questionnaire, the writer used closed-ended questions. She provided a number of possible responses. The questionnair e was written in Indonesian, so that the respondents found no difficulty in answering the questions and they would also provide reliable answers.

The second questionnaire was distributed to four English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University to accommodate an evaluation of the proposed designed materials. It was used as the basis for revising the designed materials. The questionnaire was divided into two sections. For the first section, the writer used Likert-type items. The respondents selected a statement on a continuum, from “strongly agree” to “strongly disagree” with the range of 1 to 5. For the second section, the writer used open-ended questions, which provided some questions that required written answers.

2. Interview

In obtaining the data from the respondents, an informal interview with one of the seventh grade English teachers of SMP N 8 Yogyakarta was also conducted. The objective of the interview was to clarify the information about the learners’ needs and to find the information about students’ characteristics as well as the teaching learning activities.

41 D. Data Gathering Technique s

The writer used two kinds of questionnaires and conducted an interview to obtain the data. To obtain the data about the learners’ needs, the writer distributed the first questionnaire to 38 seventh grade students of SMP N 8 Yogyakarta. An interview with one of the first grade English teachers was also administered to complete the data. Both of them were done in April 2006. The data were used to design the supplementary reading materials. After designing the materials, the second questionnaire was distributed to four English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University. The purpose was to collect feedback on the proposed materials design in the forms of opinions, suggestions, and ideas. Based on the evaluation, the writer made the best final version of the reading instructional materials design.

E. Data Analysis Techniques

The data were obtained from the questionnaires and an interview. The first data were collected to identify the needs of the learners. The first questionnaire included some questions about students’ interest in learning reading, the topics and activities they are interested in, and the difficulties in learning reading. The data from the questionnaire were presented in percentage calculate. Here is the formula.

0 0 100

× =

n x N

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n : The total number of students (38 students)

N : The percentage of expected opinion from the students

The next data were gathered using the second questionnaire. It assessed personal judgment toward topics by presenting a set of statements about the topics and asking respondents to indicate for each whether they strongly agree, agree, undecided, disagree, or strongly disagree (Ary et al., 2002: 224). The assessment of respondents’ opinions on the designed materials used five points of agreement as presented in Table 2.

Table 2 Points of Agreement on the Designed Materials

Points of Agreement Meaning

1 Strongly disagree

2 Disagree

3 Doubtful

4 Agree

5 Strongly Agree

The data from the respondents were analyzed to find out the mean. The mean is an average of all the scores in a distribution. The average points were found by adding all the scores and dividing with the number of the respondents. The respondents’ opinions on the designed materials were presented in Table 3.

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Table 3 Respondents’ Opinions on the Designed Materials (Blank)

Frequency of the Points of Agreement

The Central Tendency No Respondents’ Opinion

1 2 3 4 5

N

Mean

The average points were calculated using the following formula:

Ν Χ =

Χ

∑

Note:

X : the average point

? X : the sum of all the scores N : The number of respondents

F. Research Procedures

The following is the summary of the procedures that the writer carried out. 1. Preparing the questionnaire and an interview for the learners’ needs analysis. 2. Distributing a questio nnaire to one class of the seventh grade of SMP N 8

Yogyakarta and interviewing one of the first grade English teachers. 3. Classifying the respondents’ answers by grouping similar answers.

4. Developing the supplementary reading materials using the adaptation of Language Experience Approach and considering the needs survey results.

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5. Distrib uting the proposed materials design along with the second questionnaire to the English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University.

6. Analyzing the materials evaluation survey.

45 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents four major parts. The first part presents the stages in designing the materials. The second part presents the findings of the designed materials evaluation. The third part discusses revision and improvement process on the designed materials based on the respondents’ evaluation. The last part presents the final version of the designed materials.

A. The Stages in Designing the Materials

Some stages are needed in designing the materials. Therefore, the writer presents a design model which covers seven stages resulting from the combination and modification of the instructional design model of Kemp’s and Yalden’s. Those stages are the main answer to the first question which is stated in the proble m formulation. The elaboration of each stage is stated as follows.

Stage 1: Conducting a Needs Survey

The writer took needs survey as the initial stage. It is very important to collect information about the students’ needs, interests, and difficulties in learning English so that the designed materials will meet their needs in learning English. The data of the needs survey were obtained by distribut ing a questionnaire to the seventh grade students of SMP N 8 Yogyakarta and conducting an interview with their English

• Read the instruction. The students do the task.

• Read the instruction. The students do the task.

• Ask volunteer to read the text in the bubbles

• Read the instruction. The students do the task.

LET’S WRITE YOUR STORY AND READ IT!

• Read the instruction. Students discuss and complete the text. Walk around the class to give personal guidance. There are some questions as students’ guidance in writing personal story preceding the box.

• When they have finished completing the text, ask volunteers of each group to read their texts.

SOEKARNO

The leader of Indonesian

Proclaimed Indonesia independence

The first president of Indonesia Was born in 1901 in

Blitar, Indonesia

J.K Rowling - She is the author of “Harry Potter”.

RA Kartini - She struggled for women’s emancipation in Indonesia. Jacky Chan - He always did attractive actions in his movie. Kak Seto - He loves children

Maria Carey - She has a very beautiful voice. Answers

These are some examples. Your students can write more. 1. Tom Hanks is a great actor.

2. He is a talented actor.

3. David Beckham is a very famous football player. Answers

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Teacher’s Manual

EXPLORE YOUR STORY!

• Read the instruction. The students do the task.

• Introduce “If Clause” to the students. Write two sentences on the blackboard. Then, ask the students to write the patterns. You may use these sentences.

If you give me money, I will buy a hamburger. He will come to my party if I invite him.

Ask the students to look at the correct patterns in their books.

• Read the instruction. The students do the task.

WORD BANK AND STORY COLLECTIONS

charities spiritual leader poor people nationalist supports benefit happiness an important person busy takes care patient : amal : pemimpin sp iritual : orang miskin : nasionalis : mendukung : manfaat : kebahagiaan : orang penting

: sibuk : menjaga : sabar attractive actions author beautiful voice struggled women’s emancipation an important person busy

a talented actor

: aksi yang menarik : pengarang : suara yang indah : berjuang

: emansipasi wanita

: orang penting

: sibuk : actor berbakat

“Prior Project” (Explained in the previous meeting)

• Tell the students to fill out LECs about their experiences. Then, tell them to practice the way to read the table.

TELL YOUR STORY!

• Ask the students to look at the pictures. Read the instruction. Students do the task.

• Ask the students to look at the pictures. Read the instruction. Students do the task. Basic Competence : to understand about memorable story in life

Indicators: At the end of the meeting the students are expected to be able to: 1. recognize some expression of feelings.

2. express the feelings.

3. tell about the most unforgettable experiences in life. 4. use the past tense in appropriate situation.

(1)pleasant (6) unpleasant (2) pleasant (3) unpleasant (4) pleasant (5) unpleasant Answers

1. happy 6. sleepy

2. angry 7. hot

3. afraid 8. cold

4. sad 9. ill

5. surprised Answers

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Teacher’s Manual

• Ask the students to write their unforgettable experiences in the provided box.

LET’S WRITE YOUR STORY AND READ IT!

• Encourage the students to write a letter about personal experience. Ask questions to guide them in writing their experiences. These questions may help you.

EXPLORE YOUR STORY!

• Ask your students to look at the patterns of “How to express feeling” and also “Simple Past Tense”.

• Explain the students how to use “Simple Past Tense”.

• Read the instruction. Students do the task

WORD BANK AND STORY COLLECTIONS

• Encourage the students to write the happiest moment they always want to experience in the provided box.

Dear__________(Say; Write your friend’s name) Paragraph 1 : Say; What did you feel at that time?

When did it happen? Paragraph 2 : Say; How did the story begin?

What happened next? How did the story end? Love,

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ABSTRACT

Sabdojati, Caecilia Retnaningtyas. 2007.

Designing a Set of Supplementary Reading

Materials Using the Adaptation of Language Experience Approach for the Seventh

Grade Students of SMP N 8 Yogyakarta

. Yogyakarta: English Language Education

Program, Sanata Dharma University.

The study aims to design a set of supplementary reading materials using the

adaptation of Language Experience Approach for the seventh grade students of SMP

N 8 Yogyakarta. Developing materials using the adaptation of the Language

Experience approach is potential in improving students’ motivation and reading

skills.

The study deals with two problems: (1) How is a set of supplementary reading

materials using the adaptation of Language Experience Approach for the seventh

grade students of SMP N 8 Yogyakarta designed? and (2) What does the set of

supplementary reading materials using the adaptation of Language Experience

Approach for the seventh grade students of SMP N 8 Yogyakarta look like?

To solve the first problem, the writer adapted and combined the instructional

design models offered by Kemp and Yalden. There were eight steps to design the

materials, namely: (1) Conducting a Needs Survey, (2) Determining Goal, Topics,

and Gene ral Purposes, (3) Stating Learner’s Objectives, (4) Listing Subject Contents,

(5) Selecting Teaching Learning Activities and Resources, (6) Designing Materials,

(7) Evaluating the Designed Materials, and (8) Revising the Materials.

The writer conducted educational research and development (R&D) in which

the research process was used to develop a set of supplementary reading materials. To

gain data for material development, the writer conducted survey research. It was

divided into two stages, pre-design survey and post-design survey. In conducting the

survey study, the writer used two instruments, namely questionnaires and an

interview. The first questionnaire was distributed to 38 students of class VII-5 of

SMP N 8 Yogyakarta to assess learners’ needs. Besides, the writer conducted an

interview with their English teacher to collect additional information. Having finished

designing a set of materials, the writer distributed the second questionnaire to a

lecturer of English Language Study Program of Sanata Dharma University and four

English teachers of SMP N 8 Yogyakarta to obtain opinions, comments, criticisms,

and suggestions on the designed materials.

To solve the second problem the writer presented the final version of the

designed materials. There are two major parts in each unit. The first is

“Prior

Project”.

A number of tasks should be completed before starting the lesson. The

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It! (3) Explore Your Story! (4) Word Bank and Story Collections.

They are done

during the learning process in class. The presentation of the final version of the

designed materials can be seen in Appendix J.

Based on the results of the post-designed survey, the writer concluded that the

designed materials were acceptable and appropriate. It was shown from the data

presentation of the descriptive statistics in which the grand mean is 4 (four).

However, some revisions and improvements were still made to present better

designed materials.

Finally, the writer expects that the designed set of materials will be useful for

the students and for the teachers who will implement the materials and also inspire

other researchers who will conduct a research and English teachers who will develop

materials which in relation to these developed materials.