TEACHING READING THROUGH HOMEGROWN MATERIAL AT MTS UNGGULAN AL-JADID WARU SIDOARJO.

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English

BY:

Diah Listiorini

NIM D35212048

ENGLISH

TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY

SUNAN AMPEL SURABAYA

2016

ABSTRACT

Listiorini, Diah. 2016. Teaching Reading through Homegrown Material at MTs Unggulan Al-Jadid Waru Sidoarjo. A Thesis, English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Nur Fitriatin, S.Ag, M.Ed

Key Words: Homegrown Material, Student Reading Comprehension

Reading is the only one of common obstacle in education success. There are many reading learning that still not maximal. In addition, research gets difficulties managing the time. The time taken by the teaching learning process is more than the one that planned before. The research plans the teaching and learning process

for 60 minutes, the classroom atmosphere, teacher’s mood, student feeling and

readiness to get the lesson, and an appropriate strategy in teaching reading is also factor that affects the process of learning. This research focuses on effect of Homegrown Material in increasing student reading comprehension. The research was conducted on second grade of MTs Unggulan Al-Jadid Waru Sidoarjoin academic year of 2016/2017. The research determines this study as classroom action research in form of descriptive qualitative.There is only one class 8A, in second grade of junior high school, and this 8A class become a sample this study. The text type and teacher is same between groups to ensure the effectiveness of Homegrown Material. The instrument used to collect the data were reading test to get the score of reading skill. Data is taken by instrument in form of multiple choice test to know the comprehension of text content. Based on the result of the analysis, there are some research findings that can be taken; student reading comprehension in explore descriptive text in class is the score result which increased from 75 to 95.Therefore, it is recommended that first, English teacher in second grade of MTs Unggulan Al-Jadid Waru Sidoarjo can implementation Homegrown Material in teaching reading of exploring descriptive text and another variant technique in order students can be motivated second, other research can use this research as an addition reference to carry out the similar research but in different kind of text and different students text.

11a

TABLE OF CONTENTS

TITLE SHEET ... i

APPROVAL SHEET ADVISOR ... ... ii

DEDICATION SHEET ... ... iii

MOTTO ... iii

ACKNOWLEDGEMENT ... iv

PREFACE ... vi

ABSTRACT ... vii

PERNYATAAN KEASLIAN TULISAN ... ix

TABEL OF CONTENTS ... x

LIST OF PICTURES ... xii

LIST OF TABELS ... xiii

LIST OF APPENDICES ... xv

CHAPTER I INTRODUCTION ... 1

A. Research Background ... 1

B. Research Question ... 5

C. Objective of The Research ... 5

D. Significance of The Research ... 6

E. Scope and Limits of The Research ... 7

F. Definitions of Key Terms ... 8

CHAPTER II REVIEW OF RELATED LITERATURE ... 8

A. Review of Related Literature ... 8

1. Theoretical Foundation ... 8

a. Homegrown ... 8

b. Textbook ... 14

c. Reading Comprehension ... 16

2

d. Reading Skill ... 22

e. Good Performance ... 26

B. Review of Previous Studies ... 31

CHAPTER III RESEARCH METHODOLOGY ... 35

A. Research Design ... 35

B. Variable of Research ... 35

C. Research Present ... 36

D. Research Location ... 36

E. Research Instrument ... 36

F. Data Analysis Technique ... 40

G. Research Stage ... 42

CHAPTER IV FINDING AND DISCUSSION ... 45

A. Research Findings ... 45

1. The Result of Observation ... 48

2. The Result of Questioner ... 48

B. Discussion ... 49

1. The Learner Role Used By the class eight. ... 55

2. Teaching and Learning Process ... 56

CHAPTER V CONCLUSION AND SUGGESTION ... 57

A. Conclusion ... 57

B. Suggestion ... 57

Bibliography ... 59

Abbreviation ... 60

CHAPTER I INTRODUCTION

A. Research Background

Homegrown material is the material formed in certain subjects, certain students by teachers with resources that can be used within a certain time, the atmosphere of material homegrown is like at home. Material changes in order to improve or to make the material more suitable for certain types of subjects. Such as reducing, adding, changing, most teachers modify to maximize quality of books.1

Textbook is a resource for teaching both productive and receptive skills. it is not surprising that some of the teachers' use textbooks many teachers lack of experience and confidence to prepare their own material and rely on textbooks to reduce their burden. Some experienced teachers just follow what is presented in textbooks, while another added with the use of "or other sources.2

The application of homegrown material is materials refer to material developed locally by a particular teacher or group of teachers for a particular course, a particular group of students and with the resource available at a particular time. As opposed to published materials, they are also referred to as

1

Jeremy harmer, The Practice Of English Language Teaching,(Malaysia: Pearson Education Limited, 2006), P: 151

2 _{Graver, K, (2000).}

Designing language course: A guide for teacher.Boston, MA:Heinle, Cengage Learning

tailor-made material, locally produced material, self-designed materials, internal materials, internal materials, homemade materials or homegrown materials.3

Material adaption is making changes to material in order to improve them or to make them more suitable for a particular type of learner. Adapting can include reducing, adapting, omitting, modifying and supplementing. Most teachers adapt material every time they use a textbook in order to maximize the value of the book for their particular learners.4

One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. Teachers should ideally have all the time to prepare for their classes this can be the perfect solution. However, the reality is that, this sort of adaption is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. Another problem that can arise with this sort of adaption is that it can be awkward to give out different texts to different students. There is a danger that they will immediately realize that they have been labeled weak or strong students and, in the case of students who are weaker, this will no doubt effect their motivation5

In the pre-research, it was found that prior to using homegrown ingredients, mostly junior high school student class VIII of the school rarely

3

Ibid

4

Tomlinson, B.1998.In Tomlinson, B. (Ed.) , Materials Development in Language Teaching. Cambridge: Cambridge University Press.

5

Jo Budden., Teaching English: Adapting Materials for Mixed Ability Classes, London, 2008,

https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classesaccessed on April 21,2016)

read in English although they have learnt it since they were in the elementary school. The students have the lowest score in English based on the students’ score, the students had less motivation in teaching and learning process so the most of them dislike learning English, and also the teaching and learning process tend only to use conventional method especially to reading. So the most students are not interesting in reading using the target language. Even though, they have something in their mind when they deliver their ideas, they do not have self confidence since they are afraid of making mistakes. It is also found other psychological factors, such as anxiety, nervousness, fear, and shyness that became handicaps of the students.

However, the teacher of the EFL seems difficult to find the appropriate

strategy to improve the students’ teaching reading.6

From those problems, it needs to create teaching and learning process that can facilitate students to learn English easily. The process should be prepared to make the students active and creative in order that teaching and learning process is effective and

pleasant. The teachers can use the technique to enhance the students’ ability in

reading.

The researcher expected homegrown material can be good and useful techniques to improve students’ reading comprehension. This study focuses on teaching reading through homegrown materials. This because, reading is the prior problem faced by most of students at MTs Unggulan Al-Jadid Waru Sidoarjo. Research only uses the descriptive text as the material.

6

Homegrown material is included non authentic materials, specially designed for the purpose of learning, the language used in it is artificial, and they contain well-formed sentences all the time, useful for grammar.7

Authentic materials language data produced for real life communication purpose, they may contain false starts and incomplete sentences, and they are useful for improving the communicative aspects of the language. Authentic materials include newspapers magazines, radio, television/video and internet.8

The previous study which has been read by researcher is about the effectiveness of using authentic materials in teaching reading comprehension. Authentic material here is limited on the material that suitable with the themes, the first research Suciana Dwi Nurlita grade student of SMA 1 Durenan in the second semester. This research is totally different from previous study. This research only focuses on one type of students The material also is based on the current curriculum being used. Some of the authentic materials that used are letter, advertisement, news item, narrative story and procedure or guideline of doing something. Besides that, the other previous study is Using Authentic Materials in the Foreign Language

Classroom: Teachers’ Perspectives in Saudi Arabia: Participants, Procedures and Instruments. By: Enas Al.Musallam. P. David Pearson in their journal by The CIERA School Change Project: Supporting Schools as They Implement

7

Adam,T, What Makes Material Authentic? (ERIC Document Reproduction Service No.ED 391389, 1995)

8

Home-Grown Reading Reform. Both of those researches are different from this research. This study is different from those researches. This study observes the effective is the implementation of homegrown material in teaching reading at MTs Unggulan Al-Jadid Waru Sidoarjo.

Finally, the research purpose of this research is to analyze the Teaching Reading Through Homegrown Material at MTs Unggulan Al-Jadid Waru Sidoarjo

B. Research Questions

1. What is homegrown material in teaching reading at MTs Unggulan Al-Jadid Waru Sidoarjo?

2. What is the effect of the implementation of homegrown material in teaching reading at MTs Unggulan Al-Jadid Waru Sidoarjo?

C. Objectives of the Study

Related to the problem above, the research has formulated the major objective of this study. It is to describe the students, Teaching Reading Through Homegrown Material at MTs Unggulan Al-Jadid Waru Sidoarjo 1. To find out reading materials Through Homegrown at Mts Unggulan

Al-Jadid Waru Sidoarjo.

2. To find out effect the implementation of homegrown material in teaching reading at Mts Unggulan Al-Jadid Waru Sidoarjo.

D. Significance of the Study 1. The student

This study is useful for students into spirit of learning by using homegrown reading material.

2. The reader

This study is useful for the reader get new information about homegrown material.

3. The English teacher

This study can be useful for English teacher to find out and select the material that will be used to teach reading comprehension in order to their students have better understanding

E. Scope and Limits of the Study

This scope of this research is students’ teaching reading through

homegrown materials. There are five stage; planning, trialing, evaluating, classifying, record-keeping. This study only focuses on homegrown materials one type of students the material also is based on the current curriculum being used. This because, reading is the prior problem faced by most of students at MTs Unggulan Al-Jadid Waru Sidoarjo. Researcher only uses the descriptive text as the material.

F. Definition of Key Terms 1. Teaching Reading

Teaching reading in this case, Homegrown material is preparing materials themselves as support for teaching assignments based, exercise creativity and not only brings several important benefits to the learning process.9 Teaching uses homegrown material will be motivated in teaching and learning process and to be active and creative to build the effective teaching and learning process.

2. Homegrown Material

Implement of the materials to improve the reading skills of students. The difference in teaching reading in general, material homegrown great atmosphere at home

9

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literature 1. Material

a. Homegrown Material

Homegrown material is the material formed in certain subjects, certain students by teachers with resources that can be used within a certain time, material homegrown great atmosphere at home. Material changes in order to improve or to make the material more suitable for certain types of subjects. Such as reducing, adding, changing, randomly. Most teachers modify to maximize books.10

According to P Ahrens 1993 year, designed his own used clothes pegs and string loops to hang a picture of the class. One string picture on the wall front and one behind, the class can conduct information gaps, although there are of them for pair work.

Homegrown Material is a process that breaks down four main stages: 1) Planning

Homegrown materials start with planning. We need to decide what our aims and objective is, what activity we want to involve the students in, how we want them to be grouped, and what the content of our materials should be. Once this is done we can move on to

10

Jeremy harmer, The Practice Of English Language Teaching,(Malaysia: Pearson Education Limited, 2006), P: 151

producing the materials, bearing in mind the characteristics we mentioned above.

2) Trialling

It is important for the try before taking on the lesson material. Ideally we would get a friend or colleague to comment on what we make or do written exercises.

3) Evaluating

When it has produced and follow the material we bring to the lesson and use it. This is where the need to observe carefully in order to evaluate its appropriacy. With so can redesign it for future use and then decide on how or when to use in the future. Evaluate the material has generated will also help us to make decisions about what material to make in the future.

4) Classifying

When we have used material in the classroom we need to find some way of storing it and classifying it so that we can lay our hands on it quickly the next time we want to use it. We might want to do this alphabetically by topic, by vocabulary area, or by grammar point. As with any filing system we use, the way we organize our categorization is a matter of personal preference and style.

5) Record-keeping

Need to keep a record of what material we have used together with evaluations of how well it has worked. This will prevent us from

using the same material twice with the same class, and it will help us with our long-term planning.11

Homegrown material designed own rod system which used clothes pegs and loops of string to hang pictures from in her classroom. With one string of picture at the front wall and one at the back, classes could do information-gap activities even though there were to many of them pair work state by P Ahrens. 12

Homegrown material is materials refer to material developed locally by a particular teacher or group of teachers for a particular course, a particular group of students and with the resource available at a particular time. As opposed to published materials, they are also referred to as tailor-made material, locally produced material, self-designed materials, internal materials, internal materials, homemade materials or homegrown materials. In house material developed either from scratch or by adapting existing learning material.13

Homegrown material is preparing materials themselves as support for teaching assignments based, exercise creativity and not only brings several important benefits to the learning process. These materials can be done by one teacher can be done alone or in cooperation with

11

Ibid. hal 1511-52

12

Ibid. hal 153

13 _{Graver, K, (2000).}

Designing language course: A guide for teacher.Boston, MA:Heinle, Cengage Learning

colleagues or students. Some advantages of using homegrown ingredients are:

1) Pupils will be more motivated to acknowledge the high level of interest shown by the teacher and will feel that has an obligation to make a greater effort

2) Teachers can change and improve constantly in accordance with students or colleagues.14

b. Material Adaption

Material adaption is making changes to material in order to improve them or to make them more suitable for a particular type of learner. Adapting can include reducing, adapting, omitting, modifying and supplementing. Most teachers adaptmaterial every time they use a textbook in order to maximize the value of the book for their particular learners.15

c. Authentic Material

Authentic materials language data produced for real life communication purpose, they may contain false starts and incomplete sentences, and they are useful for improving the communicative aspects of the language. Sources for authentic materials: newspapers and magazines, radio, television/video, internet.16

14

https://www.englishforums.com/English/AboutHomegrownMaterials/lnc/post.htm

15

Tomlinson, B.1998.In Tomlinson, B. (Ed.) , Materials Development in Language Teaching. Cambridge: Cambridge University Press.

16

Authentic material is a material that is made for the purpose of language learning in real life, including oral and written. There are several examples magazines, review movies, television shows, and so on, most of which can be the internet.17

Nunan and Miller states that authentic materials is such as those created or edited clear for language learners. This means that most of everyday objects in the target language to qualify as authentic. The following kinds of authentic materials used in class.

1) Train schedules 2) Pictures of road signs 3) Business cards 4) Labels

5) Menus 6) Brochures 7) Receipts 8) Currency Broader: 1) Music 2) Literature 3) Newspapers

4) Televisions programs 5) Radio broadcasts

17_{Charlene Polio. Authenti Material Clear}

6) Film

7) Internet websites18 d. Non-Authentic Material

The statement included non authentic materials, specially designed for the purpose of learning, the language used in it is artificial, and they contain well-formed sentences all the time, useful for grammar.19

2. Textbook

Textbook is a resource for teaching both productive and receptive skills. it is not surprising that some of the teachers' use textbooks many teachers lack the experience and confidence to prepare their own material and rely on textbooks to reduce their burden. Some experienced teachers, just follow what is presented in textbooks, while another added with the use of "or other sources.20 The characteristic of course book components:

a. Students’ book

Student’s book is probably thought of as the man plank of a package, and rightly so as it the main point of contact with the students.

1)Textbooks allow students to find information.

2)Textbooks are usefully written with detailed contents pages and indexes that can be used to quickly find what the students is looking for.

18

Nunan-Miller. “authentic material” UCLA Language Materials Project

(http://www.lmp.ucla.edu/Lessons.aspx?menu=003) Accessed of June 09, 2016

19

Adam,T, What Makes Material Authentic? (ERIC Document Reproduction Service No.ED 391389, 1995)

20

3)Textbook also provide structure for a students learning. Each chapter should have a logical flow, building on the knowledge acquired in previous chapters. 21

b. Teacher’s book

Teacher’s books are responsible for providing teachers with the detailed information that they need in order to make the best use of the whole course.22

1) It provides a complete syllabus with objectives and teaching strategies to be used.23

2) The material to be covered and the design of each lesson are carefully spelled out in detail.24

3) The information for each chapter or lesson is also usually presented in chronological way, textbooks are a detailed sequence of teaching procedures that tell you what to do and when to do it. There are no surprises everything is carefully spelled out.25

c. Workbooks

21

Whitehouse, Jordan, the advantages of textbooks, retrieved from (http://www.ehow.com/info 8002510 advantages-texbooks.html )accessed of June 09, 2016

22

Cunningsworth, Alan (1995:25)

23

Textbooks advantages and disvantages https://www.teachervision.com/curriculum-planning/new-teacher/48347.html accessed of June 09, 2016

24

http://www.ehow.com/info_7864584_advantages-using-textbooks-classroom.html accessed of June 09, 2016

Are also commonly included in courses package, and are intended to give students extra practice in items already introduced in class.26

1) Workbooks often provide additional writing practice 2) Workbooks are produced fairly cheap

d. Cassettes

1) Are used for listening and pronunciation work

2) The quality of material recorded on them can vary a lot 3. Reading Comprehension

Based on Jeremy Harmer in book entitled ‘How to Teach English’, He

states that in teaching reading there are some principles that we have to pay attention. Those are:

1) Reading is not a passive skill but it is an active skill. This is because, in reading activities, students need to be more active in the process of understanding the text. Students must understand each important part in the text. Students should be familiar with the words, pictures, bold print or italics words in the texts. It helps students to understand the whole purpose of the text and get what they want.

2) Students need to be engaged with what they are reading. In this case, students should be involved with what they read. So, they can explore contents of text. Then the teachers demand to use an interesting strategy in teaching reading, in order they are motivated to read and try to understand the text.

26

3) Students should try to respond content of the text. It means students do not only know the structure of the language but students should understand the important part in every paragraph.

4) Prediction is a major factor in reading. Because, prior knowledge of students is important to explore the contents of the text that they read. Students estimated the content of text with regard to relevant guidance by paying attention to the title, subtitle and synopsis of the story. In this case, role of teachers is to help students by providing appropriate instructions, so they can predict content of the text easily.

5) Matching the task with suitable topic. Selection of interesting text and

more imaginative tasks can help students to improve student’s

motivation in comprehending the text. The task that given to the students must be related to the text they are reading.

6) Teachers exploit reading texts to the full. In each text, there is usually a sentence that implied or unimplied, the word, an idea that in pointed out by the author in writing. For this matter, teacher should pose an interesting activity for students to understand the important part of the text27

Different from Jeremy Harmer, Davies and Pearse recommended these three steps to make reading more realistic and interesting:

First step is Pre-reading. In this first step or before reading activity, is to prepare students for what they are going to read. Teacher here can give

27

Jeremy Harmer, How to Teach English. (Malaysia: Addison Wesley Longman Limited, 1998 ), 70-71.

brainstorming to let students think about content of the texts. It means that teacher here can invite students to imagine the story that presented by the writer through some questions that given by teacher. Therefore students can explore their mind before reading the text. It is a warm-up in reading section.

Second step is While-reading. This step is the core activities that the teacher here presents a text learned by students and it helps students to comprehend the text. Teachers also guide students to understand about the content of text. Then teacher can apply appropriate strategy to make students comprehend the text easier.

The last step is Post-reading. Post reading step can help students to connect what they have read with their own idea and experience. So, from those steps, teachers can give test for students to check students' understanding of the text by asking students, comprehending by using relevant question. And in teaching reading, the teachers can give best strategy for students to enable students in analyzing what they read then collect and combine the important points from the texts so the students can find meaning of the text correctly.28

In other hand, reading is not easy, students must be careful to get the

main idea even the detail information’s. According to Dr. Richard Paul and Dr. Linda Elder from The Foundation for Critical Thinking, they inspire people to connect each sentence with the purpose of the written piece in

28

Davies and Eric Pearese, Success in English Teaching. (New York: Oxford University Press, 2000), 92-93.

understanding a text. They believe that by taking a sentence out of context can pose problems because sentences read in isolation from the sentences that precede or follow them often overstate a point. The sentences that

precede or follow usually clarify the author’s true meaning, or bring it in

line with supporting facts.

From descriptions above, the reader can continue to read a paragraph. The reader must be careful in reading a paragraph, because finding key paragraphs consists of finding the ideas or questions that are the driving force within the text. They also add that structural reading is an important means by which we locate key paragraphs. All paragraphs within a written piece should connect to every other paragraph so that reader can see logical connections between ideas. They have a great suggest how all ideas should form a system of meanings, when the readers move from paragraph to paragraph, reader can ask by themselves: What is the most important idea in this paragraph? How do the ideas in this paragraph relate to the ideas in previous paragraphs? How are the important ideas in the text connected?, then reader can look for paragraphs that focus on significant ideas or questions by connecting those ideas, to situations and experiences that are meaningful in life.29 Explanations above can be concluded that teacher has to prepare appropriate strategy to teach reading, because student reading

comprehension is a teacher’s main goal in teaching reading.

a. Student Reading Comprehension

29

Richard Paul - Linda Elder, How to Read a Paragraph; The Art of Close Reading (The Foundation for Critical Thinking), 12-13.

In making improvement of student reading comprehension, it is important to consider side factors in reading comprehension. Brain, condition, mood, are some. Lumber is the primary support for building a house, words are the primary structure for learning. There are really only

two efficient ways to get words into a person’s brain: either through the eye or through the ear. It needs to give attention to : (1) condition the child’s

brain, (2) create background knowledge, (3) build vocabulary, (4) provide a reading role model. There are two basic reading facts of life according to Jim; Firstly, Human beings are pleasure centered and Secondly, Reading is an accrued skill.30It supports by Jim that:

“The more you read, the better you get at it, the better you get at it, the more you like it; and the more you like it, the more you do it. The more you read, the more you know; and the more you know, the smarter you grow.”31

Unfortunately, outboard of descriptions above, students study to read fast when they are ready.32 Because, there are some students’s (about 6-51 years old) reason to be anti-reading: Firstly, reading makes them headache and blood shot. Secondly, they believe that they feel embarrassed because teacher likes to force them to read aloud and other students laugh and wretchedly teacher joins in laughing. Thirdly, the material that students read

30

Trelease Jim, The Read-Aloud Handbook. (America: Penguin Books, 2006), 4. 31

Ibid., 3. 32

LouAnne Johnson, Teaching Outside The Box: How To Grab Your Students By Their Brain. (PT.Indeks,2009), 265.

is not interesting for them. Fourthly, students finish the text to read in the class, it is long, difficult, and boring. Fifthly, reading is a burden that tested students on the subject of what they read. It is not an effort to get

information’s or entertainment. Beside, students are often misguided in

reading because of the unequal basic reading. After that, catching up in reading is wasted away even though they try again. Also, lastly, students are asked their opinion about the book they read and they pretend enjoying it.33

4. Reading Skill a. Reading Skill

We should know what reading is. However, it is difficult to explain it briefly and correctly. Here we have some examples of definitions of reading. Urquhart & Weir define reading as Reading is the process of receiving Information and predict the information encoded in the form of language through print.34

In addition, Anderson also stated reading is an active process that involves the reader and reading materials in constructing meaning. Eating is not within the printed page, is also not only in the reader.35

33

Ibid., 271. 34

Urquhart, Sand Weir, C. (1998). Reading in a Second Language: Process, Product and Practice.

London: Longman

35

Reading is one of the most important activities in life as a student. Without reading will not be able to obtain fundamental knowledge for growth intellectual. Through reading can become an expert in a expert in a particular field. Reading can be divided into two sub-headlines of reading for pleasure and reading for a specific purpose:

1) Reading for Pleasure

Reading for pleasure means that you choose who you wants to read. For e.g. you choose to read magazine or book from your favorite author in your spare time. However this does not mean you have not learned of the type of reading. Reading in all forms tell you about society and culture and the world in general, whether it is through fiction (creative write) or non-fiction (facts) 2) Reading for a specific purpose

The type of reading is more goal-orientated. Another word read to achieve specific result, for example, to pass an exam or for research essays. This reading usually happens in the life of every student, from attending the first class, often by reading upon reading. Often feel you cannot cope with all the information contained in the readings being able to understand. Do not have the reading skills can effectively determine whether or not it will be successful in completing the study. Therefore, it is important to get readings effective to secure success.36

Reading skills is Reading skills to enable readers to turn writing into the meaning and the achievement of the purposes of understanding and fluency.

36_{Mi hael Erfort, Basic Reading”}

Reading skills will enable you to: a) Make meaning of written language b) Interacting and engaging language c) Understand and analyze language Types of reading skills:

a. Scanning

Scanning is used to determine search for specific information in reading. Specific information includes:

(1) Dates (2) Places (3) Names

(4) Page numbers

This technique is applied to assess the value and relevance of reading b. Skimming

Skimming is technique in which to hide an article to see if it does not contain information of interest to you. This technique makes it possible for you to quickly evaluate and understand the mandate of reading by looking at the main aspects.

The main aspects:

(1) The title/ name of the book (2) The sub-title/ name of chapters (3) The introduction

(5) Pictures (6) Conclusion

By looking at the main aspects you can get a general understanding of what reading about.

c. Comprehension

Means that you as a reader have to predict what the author is about to say. Provide extensive reading ability. There by understanding the enhanced text and you get used to reading

d. Critical reading

Writers often have a specific purpose in the texts, affect the way think. Critical readers questioned the opinion of author, to agree or disagree with the opinion. This is an important step in engaging with the text.

Examples of questions you can ask when making critical reading: (1) Is the text based on fact or opinion

(2) Do I agree with the authors viewpoint

(3) Is the text subjective (opinion) or objective (facts) (4) Is the text written in a specific time frame

(5) Vocabulary or word attack skills37 e. Reading Model

A model of reading is the theory of what is happening in the eyes of the reader and are known as read and understand (or miscomprehending) a text.

37

A top-down or a bottom-up models reading is emphasized in the pre-, while-, and Post- Reading activities at the intermediate level of English language lessons.

Picture 2.1 Reading Models

This is two main models of reading bottom-up and top-down: 1) Bottom-up

A bottom-up model, which focuses on linguistic clues, builds literal comprehension of a text and a top-down model, which emphasizes the importance of background knowledge, builds global comprehension.

2) Top-down

Reading models can hardly be used at the elementary level language teaching.38

38

A Comparison of Reading Models, Their Application to the Classroom and Their

Impact on Comprehension. Take from http://www.kalbos.lt/zurnalai/02_numeris/15.pdf on 27 may 2016

Reading Models

Top-down Bottom-up

APPLICATION

POST- WHILE-

5. Good Performance

Teaching is hard work and some teachers are not getting better, at least they are in need and very little. The great teacher, but worked tirelessly to create challenges for their students. Great teaching seems to have lacked to do with knowledge and or skills rather than to our attitude toward students. Characteristic of a good teacher for students:

a. A great teacher responds students.

In the classroom teachers have the ideas and opinions of each person is appreciated. Students feel safe to express their feelings and learn to respect and listen to other. Teachers create a friendly learning environment for students.

b. Great teachers create a sense of community and belonging in the classroom.

Classroom teachers create to provide support collaborative environment. In this small community, there is a purpose to follow and work to be done and every student to realize that he is an important part of the group. A great teacher lets students know that they can rely not on him but on the whole class.

c. A great teacher is warm, accessible, enthusiastic and caring.

The teacher can control himself. Great teachers have good listening skills and taking time out of their schedule is too busy for anyone who needs them.

Teachers realize that expectations for students greatly affect their performance. That students are generally given to teachers as much or as little is expected of them

e. A great teacher is a skilled leader.

Different from administrative leaders, effective teachers focus on shared decision-making and teamwork, as well as on community building. This great teacher conveys this sense of leadership to students by providing opportunities for each of them to assume leadership roles.

f. A great teacher can "shift gears" assessing teacher teaching all subjects and find new ways to present the material to ensure that all students understand key concepts.

g. A great teacher collaborates with colleagues on an ongoing basis. Teachers see collaboration as a way to learn from fellow professionals. a great teacher uses criticism and suggestions as an opportunity to grow as an educator.39

The Use of Authentic Reading Materials to Improve First Years

Students’ Vocabulary at SMPN 2 Surabaya by Syinfatul Was‟iyyah, this criteria good performance:

Material Yes No

39

A. Materials

1. The material are in accordance the level of the students 2. The materials are in accordance with the curriculum 3. The students are interested in the homegrown

materials/ the text

4. The materials are concern with the students’ daily live 5. The text increases the students motivation in learning

reading

6. The text helps students understand more vocabulary 7. The students find difficult words from the text 8. The text provides students with clues on the meaning

of the difficult words

9. The text motivates the students to solve their difficulties

2. Technique

1. The teacher’s technique makes the students participate actively in the classroom

2. The teacher’s technique makes the students easily get bored

3. The teacher’s technique makes the teacher dominate the class

3. Classroom activity  Teacher’s activities

1. Teacher greets the students

2. Teacher motivate students through short games 3. Teacher forms students in groups

4. Teacher gives the topics that will be use in learning vocabulary at the meeting of the lesson

5. Teacher explain the materials and the method that is going to be used

6. Teacher asks students to read the text silently 7. Teacher asks students to read the text loudly 8. Teacher gives clues and gestures to explain the new

words

9. Teacher asks students to find out the meaning of new words by them selves

10.Teacher asks students to identify the words in the text 11.Teacher asks students to make sentences

12.Teacher gives feedback to the students  Student’s activities

1. Students greet the teacher

2. Students do a short game in the beginning of lesson 3. Students pay attention to the teacher’s explanation 4. Students read the text silently

5. Students read the text loudly

7. Students identify the part of speech of the words in the text

8. Students make sentences using the words in the text 9. Students get bored in the class.40

B. Review of Previouse Studies

The previous study which has been read by research is about “the effectiveness of using authentic materials in teaching reading comprehension”. Authentic material here is limited on the material that suitable with the themes, the first research Suciana

Dwi Nurlita grade student of SMA 1 Durenan in the second semester. This research only focuses on one type of students the material also is based on the current curriculum being used. Some of the authentic materials that used are letter, advertisement, news item, narrative story and procedure or guideline of doing something.

Besides that, the other previous study is Using Authentic Materials in the

Foreign Language Classroom: Teacher’s Perspective. Participants, procedure and

instrument. By Anas Al-Musallam. P.

The other previous study is Oliver Anowor, Leoned Anigbo, Uzoamata Geargr-Okafor. “ Deleboping Homegrown E-Learning Packages for Distant

40

“yanfatul Was’iyyah, The Use of Authentic Material to Improve First Years Students Vocabulary at SMPN 2 Surabaya , IAIN “unan A pel “urabaya, . P:

Learning: a Nigerian Experience”. In Bastiaens t & Marks G (Eds), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government Healthcare, and Higher Education 2012. 23-28.41

The other previous study is Teaching Your Kinds in the Places they live, this the single best book on teaching preschoolers.42

The other previous study is Homegrown for Reading: Parental Contributions

to Young Children’s Emergent Literary are Word Recognition. This article given

the importance of word recognition in reading development, home contributions to word recognition as well as to four areas of emergent literacy that contribute to word recognition are highlighted. These include phonological awareness, letter knowledge, print concepts, and vocabulary. By Evans, Mary Ann, Shaw, Deborah.43

P. David in their journal by The CIERA School Change Project: Supporting Schools as They Implement Home-Grown Reading Reform. This study only focus on two type of student, the material also is based on the student level and classroom level.44

41

Oliver Anowor, Leonard Anigbo, Uoamata Gearge-Ukafor. De eloping Homegrown E-Learning

Pa kages for Distant Learners: a Nigerian E perien e in Bastian & Marks G Eds , Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 23-28).

42

Kathy. H. Lee, Lisle Richards, (Eds). Teaching Your Kind in the Place (Gryphon House: Sage Published, 2013)10.

43_{E ans, Mary Ann, “ha , Deborah, Ho egro n for Reading: Parental Contribu}

tion to Young

Children’s E ergent Literary Are Word Re ognition . Canada Psychology. Vol. 49 No. 2, summer may 2008. 89-95.

44_{P. Da id, The CIERA “ hool Change Proje t: “upporting s hool as they I ple ent Ho egro n}

Olson, Lynn, Homegrown Tests Measure Core Critical Reading Skill. This article features FART-R or formative Assessment of student think in reading, a new assessment tool that measure critical reading foundation.45

Alistair Black in their journal by Organization Learning and Homegrown Writing: The Library Staff Magazine in Britain in the First Half of the Twentieth Century. This study based on an analysis of staff in Croydon, Sheffield, and Leeds.46

Paul Batty in their journal by Assessing Homegrown Library Collections: Using Google Analytics to Track Use of Screen casts and Flash, Based learning objects. This study based on increasing Use of Screen casts and Flash authoring

software within libraries is resulting in “homegrown” library collections of digital

learning objects and multimedia presentation.47

45

Olson, Lynn, Ho egro n Tests Measure Core Criti al Reading “kill . Education. Vol. 26 No. 35, summer 2007. 32-33

46_{Alistair Bla k, Organization Learning and Ho egro n Writing: The Library “taff Magazine in}

Britain in the First Half of the T entieth , Libraries & the cultural record, Vol. 47 No.4, summer 2012. 487-513

47

Paul Batty, Assessing Homegrown Library Collections: Using Google Analytics to Track Use of Screen casts and Flash, Based learning objects , Vol. No. , summer 2009. 75-92

CHAPTER III RESEARCH METHOD

Research Method is a set of knowledge about sistematic and logic steps of searching data related to certained problems to process, to analyze and to summarize and to search fission measure.48 Research methodology consist of: A. Approach Research Design

Research design is a strategy to arrange the setting of the research in other to get valid data. To conduct a useful research, a systematic design must be used. It means that an appropriate research design has to be selected.

The research design of this study is Descriptive qualitative designed by CAR (classroom action research) .

B. Variable of Research

1. Indepent variable of this study “ the implementation of Homegrown Material” in exploring descriptive text in second grade of MTs Unggulan Al-Jadid Waru Sidoarjo.

2. Dependent variable of this study is “ student reading comprehention” in exploring descriptive text in second grade of MTs Unggulan Al-Jadid Waru Sidoarjo.

C. Research Present

The subjects of this study are the students of Mts Unggulan Al-Jadid Waru Sidoarjo. The writer chooses class eight because she thinks that they will be active when getting an interesting activity or attractive material. And the writer chooses

48

Bahtiar Wahdi, Metode Penelitian Ilmu Dakwah (Jakarta: Logos, 2001), 16.

homegrown material because she thinks that the material is interesting for students and can get their attention in learning proce.

D. Research Location

The setting of this is in second grade 2016/2017 of MTs Unggulan Al-Jadid Waru Sidoarjo in odd semester on July and august. In second grade of MTs Unggulan Al-Jadid Waru Sidoarjo.

The location of MTs Unggulan Al-Jadid Waru Sidoarjo is on street Jl. Jend. S. Parman V-A No.31 Waru-Sidoarjo. Phone number that can be called is (031) 83369494 and the website is on http://mts-aljadid.blogspot.co.id/

E. Research Instrument 1. Reading task

The tasks are used to find out the students reading before and after the implementation of homegrown material. There are form of worksheet and have three parts of questions, about the part of speech, word parts, and writing sentences.

2. Observation checklist

The observation checklist will be used to find out the teaching learning process during the implementation of teaching reading through homegrown material. The writer uses this observation checklist to answer the statement of problem number

Observation Checklist

1. The Material

Material Yes No

A. Materials

1. The material are in accordance the level of the students 2. The materials are in accordance with the curriculum 3. The students are interested in the homegrown

materials/ the text

4. The materials are concern with the students’ daily live 5. The text increases the students motivation in learning

reading

6. The text helps students understand more vocabulary 7. The students find difficult words from the text 8. The text provides students with clues on the meaning

of the difficult words

9. The text motivates the students to solve their difficulties

2. Technique

1. The teacher’s technique makes the students participate actively in the classroom

2. The teacher’s technique makes the students easily get bored

3. The teacher’s technique makes the teacher dominate the class

3. Classroom activity  Teacher’s activities

1. Teacher greets the students

2. Teacher motivate students through short games 3. Teacher forms students in groups

4. Teacher gives the topics that will be use in learning vocabulary at the meeting of the lesson

5. Teacher explain the materials and the method that is going to be used

6. Teacher asks students to read the text silently 7. Teacher asks students to read the text loudly 8. Teacher gives clues and gestures to explain the new

words

9. Teacher asks students to find out the meaning of new words by them selves

10.Teacher asks students to identify the words in the text 11.Teacher asks students to make sentences

12.Teacher gives feedback to the students

 Student’s activities

2. Students do a short game in the beginning of lesson 3. Students pay attention to the teacher’s explanation 4. Students read the text silently

5. Students read the text loudly

6. Students learn how to master new vocabulary

7. Students identify the part of speech of the words in the text

8. Students make sentences using the words in the text 9. Students get bored in the class49

3. Questionnaire

Questionnaire will be used to find out the students responses toward learning reading by using homegrown materials.

F. Data Analysis Technique 1. Observation

The writer observes from the start of the teaching learning process until the end of the class, when the material was used as homegrown ingredients in teaching. She observes the materials, the techniques that the teacher used, and the classroom activities through observation checklist. In the classroom activities, she observer how the teacher led the class to study reading through homegrown

49_{“yanfatul Was’iyyah,}

The Use of Authentic Material to Improve First Years Students Vocabulary at SMPN 2 Surabaya , IAIN “unan A pel “urabaya, . P:

material and how well the students master the materials, especially the new words.

2. Reading tasks

Reading tasks used to find information about the students reading mastery the implementation of teaching reading through homegrown materials. At this

point, there are three pieces of students’ worksheet since the implementation of homegrown materials done in three meeting. In every meeting, students are asked to fill the worksheet. (See appendix II)

3. Questionnaire

The questionnaire used to get information about the students responses toward the implementation of homegrown materials to teach reading. The write uses close-end question in the questionnaire, the students were given some question with two alternative answers (yes/no), which had to be chosen by the students. And the questionnaires were given in the last meeting. (See appendix III)

The indicators elaborated in the questionnaire were:

1. the students opinion about learning reading 2. the students opinion about the technique 3. the students opinion about the topic 4. the students opinion about the material 5. the students opinion about the reading input

In this research, the study of this research is in qualitative approach, the design is descriptive qualitative, which are the results of a tasks and questionnaire. The results of tasks are analyzed to measure the students teach reading skill. To analyze this, the writer counts the mean score. And the questionnaire distributed to know the students attitude, interest, and opinion about the use of homegrown material to teach reading.

1. To find out mean score, the research uses a formula:

M =

= Total of the student score M = Mean

N = Total of the student

2. To find out percentages of the students , interest, and opinion researcher uses formula:

x 100%

= Total of the student response N = Total of the student

The qualitative data analysis is data analysis that obtained from observing written material. In short, this data consists of whatever happened when observation was done and it does not score.

To implementation the Procedure of research, the writer would use the model that illustrated by Kemmis and Mc Taggary as following:50

Based on the design above, the process or research in explained below:

1. Planning

In this stage, the research analyzes content standard and standard competency that will be taught to the students; prepare the lesson plan, teaching learning media, the material, instrument of the data, and the evaluation sheet.

2. Acting

This stage includes the procedure and the action would be done to implement the plan, and the improvement process that would be done.

3. Observing

50

Kemmis, Stephen and Robin Mc Taggart (eds.), 1988. The Action Research Planner. Victoria, Australia: Deakin Uneversity Press.

Preliminary study Plan I

Acting I Observing I

Reflecting I Revised plan I

Acting II Observing II

Revised plan II

Acting III

Reflecting III Revised plan III

Observing III Reflecting II

This stage includes the procedure of data recording about the process and the result of implementation of action done. Observation is way of gathering information about teaching.

4. Reflecting

Reflecting stage tell about analysis procedure with the result of observation and reflection about the process and the effect of improvement acion done, and the criteria of the planning in the next cycle.

a. The criteria of success

The criteria of success are set up in order to judge whether the implementation of the action is effective or not. Therefore, it will be used to see whether the application of the use of teaching reading through homegrown material is success or fail. There are three criteria used in the research to measure the success of the action. They are as follows:

1) The teacher has good performance in implementation homegrown materials

2) The students are motivated and approximately 75 percent of their participate during the teaching learning process

3) More than or equal to 60 percent of the students total score of reading is great than or equal 8051

51

CHAPTER IV

FINDING AND DISCUSSION

This chapter focuses on presenting the research findings based on the result of data analysis, in other words, it presents the answer of the research questions.

A. Research Finding

The homegrown material used in the research subject is using material like at home and the text is descriptive texts. Teaching reading through homegrown material also gives positive effect. The research and teacher feel that students have already reached a good result in their reading proficiency because of their own motivation. To know the research finding, these are the result descriptions:

1. The Result of Observation

In this study, observation the start of the teaching learning process until end of the class, she observes the material, the techniques that the teacher used, and classroom activities through observation checklist. The observation was attached in appendix (see appendix I)

Based on the result of the observation checklist, the material are in accordance will the level of the students. The students are interested in the homegrown materials or the text and then the text increase the student motivation in learning reading. Learning technique makes the students participate actively in the classroom. The result of the observation checklist was explained as follow:

Table 4.1 Observation Checklist

Teacher’s name : Prativi khilyatul Auliya, S.Pd

Class : VIII

Number of students : 35

Observing : 1

Material Yes No

A. Materials

1. The material are in accordance the level of the students 2. The materials are in accordance with the curriculum 3. The students are interested in the homegrown materials/

the text

4. The materials are concern with the students’ daily live 5. The text increases the students motivation in learning

reading

6. The text helps students understand more vocabulary 7. The students find difficult words from the text

8. The text provides students with clues on the meaning of the difficult words

9. The text motivates the students to solve their difficulties B. Technique

1. The teacher’s technique makes the students participate actively in the classroom

√

√

√ √

√ √ √

√

√

2. The teacher’s technique makes the students easily get bored

3. The teacher’s technique makes the teacher dominate the class

C. Classroom activity  Teacher’s activities

1. Teacher greets the students

2. Teacher motivate students through short games 3. Teacher forms students in groups

4. Teacher gives the topics that will be use in learning vocabulary at the meeting of the lesson

5. Teacher explain the materials and the method that is going to be used

6. Teacher asks students to read the text silently 7. Teacher asks students to read the text loudly 8. Teacher gives clues and gestures to explain the new

words

9. Teacher asks students to find out the meaning of new words by them selves

10.Teacher asks students to identify the words in the text 11.Teacher asks students to make sentences

12.Teacher gives feedback to the students  Student’s activities

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

1. Students greet the teacher

2. Students do a short game in the beginning of lesson 3. Students pay attention to the teacher’s explanation 4. Students read the text silently

5. Students read the text loudly

6. Students learn how to master new vocabulary

7. Students identify the part of speech of the words in the text

8. Students make sentences using the words in the text 9. Students get bored in the class

√ √ √ √

√

√ √

√ √

Observation Checklist

Teacher’s name : Prativi khilyatul Auliya, S.Pd

Class : VIII

Number of students : 35

Observing : 2

Material Yes No

B. Materials

1. The material are in accordance the level of the students 2. The materials are in accordance with the curriculum 3. The students are interested in the homegrown materials/

the text

√

√

4. The materials are concern with the students’ daily live 5. The text increases the students motivation in learning

reading

6. The text helps students understand more vocabulary 7. The students find difficult words from the text

8. The text provides students with clues on the meaning of the difficult words

9. The text motivates the students to solve their difficulties B. Technique

1. The teacher’s technique makes the students participate actively in the classroom

2. The teacher’s technique makes the students easily get bored

3. The teacher’s technique makes the teacher dominate the class

C. Classroom activity  Teacher’s activities

1. Teacher greets the students

2. Teacher motivate students through short games 4. Teacher forms students in groups

5. Teacher gives the topics that will be use in learning vocabulary at the meeting of the lesson

6. Teacher explain the materials and the method that is

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

going to be used

7. Teacher asks students to read the text silently 8. Teacher asks students to read the text loudly 9. Teacher gives clues and gestures to explain the new

words

10.Teacher asks students to find out the meaning of new words by them selves

11.Teacher asks students to identify the words in the text 12.Teacher asks students to make sentences

13.Teacher gives feedback to the students  Student’s activities

1. Students greet the teacher

2. Students do a short game in the beginning of lesson 3. Students pay attention to the teacher’s explanation 4. Students read the text silently

5. Students read the text loudly

6. Students learn how to master new vocabulary 7. Students identify the part of speech of the words in

the text

8. Students make sentences using the words in the text 9. Students get bored in the class.52

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

52_{“yanfatul Was’iyyah,}

The Use of Authentic Material to Improve First Years Students Vocabulary at SMPN 2 Surabaya , (IAIN Sunan Ampel Surabaya, 2010). P: 23

a. The Resume of first Cycle

Based on the students score for the first cycle test, students get low score in reading test, it is happened because the test is too complicated for students with poor English competence. Successful indicator was 80, so that the cycle would be stopped and the next cycle was nothing.

b. The Resume of Second Cycle

Based on the score result which increased from 75 to 95 and the increasing participation of the students, the research found that by using homegrown materials as a media teach reading can be done well. It means

the student’s reading is increasing. The research and teacher feel that

students have already reached a good result in their reading proficiency because of their own motivation.

c. The Resume of Third Cycle

Teaching reading through homegrown material is give positive effect. The research and teacher feel that students have already reached a good result in their reading proficiency because of their own motivation. 2. The Result of Questioner

In this study, questioner was aimed to know student’s opinion about the

teaching learning process using homegrown reading material as a media to teach reading. It was given at the end of the research to enable students to answer all the questions. The questionnaire was attached in appendix (see appendix iv)

After collecting the result of the questionnaire, the writer made tabulation and formulated the result of questionnaire in the percentage form. The results of the questionnaire were explained as follows:

Table 4.2 The Student’s Opinion About Learning Reading

Number Yes No Total

1 73,7% 26,3% 100%

2 86,8% 10,5% 100%

From the table above, it could be and that most of the students were the learning English and reading.

Table 4.3 The Student’s Opinion about The Technique

Number Yes No Total

3 78,9% 21,1% 100%

4 100% 0% 100%

From the table above, it could be said that most of the students were like with the writer technique by using homegrown reading materials to teach reading.

Table 4.4 The Student’s Opinion about The Topic

Number Yes No Total

5 60,5% 39,5% 100%

From the table above, it could be said that most of the students were increase with the topic of homegrown reading materials to teach reading.

Table 4.5 The Student’s Opinion about The Material

Number Yes No Total

7 37,7% 26,3% 100%

8 80,5% 10,5% 100%

From the table above, it could be said that most of the students were like with the homegrown reading materials to teach reading

Table 4.6 The Student’s Opinion about The Material

Number Yes No Total

9 76,3% 23,7% 100%

10 92,1% 7,9% 100%

From the table above, it could be said that most of the students were enthusiastic to find out the difficult words and their meanings.

Based on the research finding which are gained through observation. The first observations, is not perfect. The research gets difficulties managing the time and

the student’s score for the first cycle test, students get low score in reading test, it

is happened because the test is too complicated for students with poor English competence. Second observation, the teacher feel that students have already reached a good result in their reading proficiency because of their own motivation.

The last observation, teaching reading through homegrown material is perfect. It

means the student’s reading is increasing. The research and teacher feel that

students have already reached a good result in their reading proficiency because of their own motivation.

Based on the research findings which are collected through questioners, the teacher has the teaching learning process during the implementation of teaching reading through homegrown material. In addition to the skills and knowledge, students will be better and they will have more confidence to use English while learning in the classroom. The motivated and participate during the teaching learning process. Therefore, the students total score of reading is great than 90. In conclusion, the skills and knowledge of teachers can make teaching effective. B. Discussion

The discussion is about the explanation of the research findings through observation and interview.

1. The Learner Role Used By the class eight.

In the discussion the researcher presents about the result of research findings which are explained. In order to know the daily learner role those are used by class eight at MTs Unggulan Al-Jadid Waru Sidoarjo.

The homegrown material used in the research subject is using material like at home and the text is descriptive texts. Homegrown material is materials refer to material developed locally by a particular teacher or group of teachers for a particular course, a particular group of students and with the resource available at a particular time. As opposed to published materials,

they are also referred to as tailor-made material, locally produced material, self-designed materials, internal materials, internal materials, homemade materials or homegrown materials. In house material developed either from scratch or by adapting existing learning material.53

2. Teaching and Learning Process

Teaching reading through homegrown material is give positive effect. The research and teacher feel that students have already reached a good result in their reading proficiency because of their own motivation.

As Graver stated that homegrown material as a support for the task of teaching based on creativity and not only brings several important benefits to the learning process. This material can be done by one teacher alone or in collaboration with colleagues. Some advantages of using homegrown ingredients are:

a. Students are motivated to acknowledge the high level of interest and feel that having an obligation to make a greater effort

b. Teachers can change and improve constantly in accordance with students.

53 _{Graver, K, (2000).}

Designing language course: A guide for teacher.Boston, MA:Heinle, Cengage Learning

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter will present some conclusions and suggestions from the research findings and discussion. This chapter also shows the result from the data analysis.

A. Conclusion

From the finding, it can conclude the answer from research problems as follows:

1. Homegrown material is the material formed in certain subjects, certain students by teachers with resources that can be used within a certain time, the atmosphere of material homegrown is like at home. The homegrown material use in the research subject is using material like at home and the text is descriptive texts.

2. Teaching reading through homegrown material gives positive effect. The research and teacher feel that students have already reached a good result in their reading proficiency because of their own motivation.

B. Suggestion 1. For the teacher

The teacher should know the result from this study as a reference of the

student’s accomplishment of build positive classroom environment. He should

give material more effectively. 2. For students

The students should respect their own learning. They should study more about English from textbooks, books, internet or recourse in order to enrich their vocabulary and make them easier to use English.

3. For school

MTs Unggulan Al-Jadid: reading activities in the school need be improved. Book collection in the library also can be added by other variant books, it should be paid attention, thus student’s interest can grow.

4. For other researcher:

Other researcher can use this research as an additional reference to carry out the similar research but in different kind of text and different student level.

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Whitehouse, Jordan, the advantages of textbooks, retrieved from http://www.ehow.com/info_8002510_advantages-textbooks.htmlon april 21, 2016

they are also referred to as tailor-made material, locally produced material, self-designed materials, internal materials, internal materials, homemade materials or homegrown materials. In house material developed either from scratch or by adapting existing learning material.53

2. Teaching and Learning Process

Teaching reading through homegrown material is give positive effect. The research and teacher feel that students have already reached a good result in their reading proficiency because of their own motivation.

As Graver stated that homegrown material as a support for the task of teaching based on creativity and not only brings several important benefits to the learning process. This material can be done by one teacher alone or in collaboration with colleagues. Some advantages of using homegrown ingredients are:

a. Students are motivated to acknowledge the high level of interest and feel that having an obligation to make a greater effort

b. Teachers can change and improve constantly in accordance with students.

53 _{Graver, K, (2000).}

Designing language course: A guide for teacher.Boston, MA:Heinle, Cengage Learning

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter will present some conclusions and suggestions from the research findings and discussion. This chapter also shows the result from the data analysis.

A. Conclusion

From the finding, it can conclude the answer from research problems as follows:

1. Homegrown material is the material formed in certain subjects, certain students by teachers with resources that can be used within a certain time, the atmosphere of material homegrown is like at home. The homegrown material use in the research subject is using material like at home and the text is descriptive texts.

2. Teaching reading through homegrown material gives positive effect. The research and teacher feel that students have already reached a good result in their reading proficiency because of their own motivation.

B. Suggestion

1. For the teacher

The teacher should know the result from this study as a reference of the

student’s accomplishment of build positive classroom environment. He should

give material more effectively. 2. For students

The students should respect their own learning. They should study more about English from textbooks, books, internet or recourse in order to enrich their vocabulary and make them easier to use English.

3. For school

MTs Unggulan Al-Jadid: reading activities in the school need be improved. Book collection in the library also can be added by other variant books, it should be paid attention, thus student’s interest can grow.

4. For other researcher:

Other researcher can use this research as an additional reference to carry out the similar research but in different kind of text and different student level.

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