A set of english instructional reading materials using contextual teaching and learning for grade X students of SMA N 1 Klaten - USD Repository

  

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A SET OF ENGLISH INSTRUCTIONAL READING MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR GRADE X STUDENTS OF SMA N 1 KLATEN A THESIS Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Deni Kartika Sari Student Number: 031214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF ENGLISH INSTRUCTIONAL READING MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR GRADE X STUDENTS OF SMA N 1 KLATEN A THESIS Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Deni Kartika Sari Student Number: 031214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts the work of other people, except those cited in quotations and the

references, as a scientific paper should.

  

Yogyakarta, 22 July 2011

The Writer

Deni Kartika Sari

031214153

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Deni Kartika Sari Nomor Mahasiswa : 031214153

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

A SET OF ENGLISH INSTRUCTIONAL READING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING

FOR GRADE X STUDENTS OF SMA N 1 KLATEN

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikannya secara terbatas, dan mempublikasikannya di internet

atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: Yang menyatakan (Deni Kartika Sari)

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ABSTRACT

Sari, Deni Kartika. 2011. A Set of English Instructional Reading Materials using

Contextual Teaching and Learning for Grade X Students of SMA N 1 Klaten .

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

  This study was conducted to design a set of English instructional reading

materials using Contextual Teaching and Learning for grade X students of SMA

N 1 Klaten. Contextual Teaching and Learning was chosen because it shares some

principles that will help students more motivated and interested in learning

reading. There were two majors problems discussed in this study. They were: 1).

How is a set of English instructional reading materials for grade X students of

SMA N 1 Klaten designed? 2). What does the set of English instructional reading

materials for grade X students of SMA N 1 Klaten look like? The writer adapted Kemp’s and Yalden’s instructional design model as the

theoretical model. The writer applied five steps in this designing the instructional

materials as the combination of Kemp’s and Yalden’s instructional design model.

Those five steps were (1) Conducting Need Survey, (2) Determining

Competence Standard, Basic Competence and Topics, (3) Determining Indicators,

(4) Designing the Materials, and (5) Evaluating. Those five steps were in

accordance with the first five steps in the Educational Research and Development

cycle proposed by Borg and Gall. They were: (1) Research and Information

Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4)

Preliminary Field Testing, and (5) Final Product Revision.

  The comparison between those models results in a model that is used in

designing the materials. This model is the answer of the first questions in the

problem formulation.

  To answer the second question in problem formulation, the writer

presented the designed materials in appendix F. The designed materials consists of

four units and six sections in each unit, namely “Starting Point”, “Word Power”,

“Reading the Text”, “What You Know”, “Your Task” and “Note”.

  The writer employed a post – design survey to get feedback and

suggestions on the designed materials. From the post – design questionnaire, the

average point of the designed materials was 3 up to 3.3 on the scale of 4.

Therefore, the instructional design materials were considered good and acceptable

for the tenth grade students of SMA N 1 Klaten. The writer done some revisions

based on the comments and suggestions from the post – design respondents.

  Keywords: reading, instructional materials, contextual teaching and learning

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ABSTRAK

Sari, Deni Kartika. 2011. A Set of English Instructional Reading Materials using

Contextual Teaching and Learning for Grade X Students of SMA N 1 Klaten .

Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata

Dharma.

  Penelitian ini ditujukan untuk mendesain seperangkat materi reading

menggunakan Contextual Teaching and Learning untuk siswa kelas X SMA N 1

Klaten. Contextual Teaching and Learning dipilih untuk membantu siswa agar

lebih termotivasi dan tertarik dalam belajar membaca. Terdapat dua permasalahan

utama yang akan dibahas dalam penelitian ini, kedua permasalahan tersebut

adalah: (1) Bagaimana seperangkat materi reading menggunakan Contextual

Teaching and Learning untuk siswa kelas X SMA N 1 Klaten didesain, dan (2)

bagaimana penampilan dari materi yang didesain tersebut.

  Penulis mengadaptasi model desain dari Kemp dan Yalden untuk sebagai

model teoritis. Penulis menerapkan lima langkah dalam mendesain materi ini

sebagai kombinasi dari model desain dari Kemp dan Yalden. Kelima langkah -

langkah tersebut adalah: (1) melaksanakan survey kebutuhan, (2) menentukan

standar kompetensi, kompetensi dasar dan topic, (3) menentukan indicator, (4)

mendesain materi dan (5) melakukan evaluasi. Kelima langkah tersebut telah

sesuai dengan kelima langkah pertama dalam siklus Educational Research and

Development dari Borg dan Gall. Kelima langkah – langkah tersebut adalah: (1)

pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk,

(4) pengujian awal lapangan dan (5) perbaikan produk utama.

  Perbandingan dari model – model tersebut akan menghasilkan sebuah

model yang akan digunakan dalam mendesain materi. Model ini merupakan

jawaban dari pertanyaan pertama.

  Untuk menjawab pertanyaan yang kedua, penulis mempresentasikan

materi yang telah didesain pada appendix F. Materi tersebut terdiri atas 6 bagian,

yaitu: (1) Starting Point, (2) Word Power, (3) Reading the Text, (4) What You

Know, (5) Your Task dan (6) Note.

  Penulis menggunakan kuesioner akhir untuk mendapatkan pendapat dan

saran pada materi yang telah didesain. Dari hasil kuesioner akhir, nilai rata – rata

dari materi yang telah didesain berkisar dari 3 sampai 3.3 dalam skala 4. Hal ini

membuktikan bahwa materi yang telah didesain tergolong bagus dan dapat

diterima dengan baik bagi siswa kelas X SMA N 1 Klaten. Penulis melakukan

beberapa perbaikan berdasarkan pendapat dan saran dari para responden.

  Kata Kunci: reading, instructional materials, contextual teaching and learning

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ACKNOWLEDGMENTS

First of all, I would like to express my greatest gratitude to Allah swt for

blessing me with wonderful things in my life. His warm love always gives me a

new spirit and strength in every steps of my life.

  My biggest gratitude goes to my major sponsor, Drs. Y.B. Gunawan,

M.A., for his time, patience, advices and supports that help me a lot finish my

thesis. My gratitude also goes to all lecturers of English Education Study Program

that always inspired me in completing my thesis. I would also give my thanks to

Maria Martarina Pramudani and Chatarina Artilantari for always providing me

their best services along my study in the English Language Education Study

Program. My gratitude also goes to all library staffs of Sanata Dharma University

for their kindness and services.

  I am also grateful to Drs. Widiyarto, M.Pd., the headmaster of SMA N 1

Klaten for giving me the opportunity to conduct the research. I would also express

my gratitude for Drs. Triyono for his guidance, comments and suggestions on my

designed materials. I would also thank Reni Kusumawardani, S.Pd. and Drs.

  Mulyadi for their willingness to evaluate my designed materials.

  My deepest gratitude also goes to my beloved parents, Sugino and Setyo

Rahayu. Their love, caring, patience and support encourage me to finish my

thesis. I would also thank to my brother, Agung Widiyanto,Amd. His love and

support always accompany me during the completion of my thesis.

  My sincere thankfulness also goes to my beloved friends, Sindu Lestari,

Yessy Adi Pranata, Winny Aditya, and all PBI 2003. I thank them for sharing

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happiness and giving wonderful friendship to me. I also wish to thank my friends

in Narada 2 for their companionship. Their kindness always cheers my days there.

  Finally, I would like to give my gratitude to Mochklis Bahtiar, S.Pd. His

love, care and support always accompanies me that I can finish my thesis. He

teaches me a lot about life that inspires me to be a better person. I would like to

thank all people whose names I cannot mention one by one, who lent me a hand to

finish this thesis. May God always bless them.

  Deni Kartika Sari

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  TITLE PAGE ...................................................................................................... i APPROVAL PAGES ......................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ................................................. iv ABSTRACT ....................................................................................................... v

  

ABSTRAK ........................................................................................................... vi

  STATEMENT OF PUBLICITY ....................................................................... vii ACKNOWLEDGMENTS ............................................................................... viii TABLE OF CONTENTS .................................................................................... x LIST OF TABLES ........................................................................................... xii LIST OF FIGURES ........................................................................................ xiii LIST OF APPENDICES ................................................................................. xiv

  CHAPTER I. INTRODUCTION A. Background of the Study ........................................................................ 1 B. Problem Formulation ............................................................................. 4 C. Problem Limitation ................................................................................ 4 D. Objectives of the Study .......................................................................... 5 E. Benefits of the Study .............................................................................. 5 F. Definition of Terms ................................................................................ 6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description........................................................................... 8

  1. Reading ....................................................................................... 8

  a. The Nature of Reading ..................................................... 8

  b. Teaching Reading............................................................. 9

  c. Reading Skills and Strategies .......................................... 11

  d. Reading with Comprehension ........................................ 15

  2. Contextual Teaching and Learning .......................................... 16

  a. Definition of Contextual Teaching and Learning .......... 16

  b. Basic Principles in Contextual Teaching and Learning .. 17

  c. The Application of Contextual Teaching and Learning .. 18

  3. Curriculum

  a. School-based Curriculum .............................................. 21

  b. The Nature of English Language Based on School-based Curriculum .................................................................... 22 x

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  c. The Goals and Functions ............................................... 22

  d. Scope of English Lesson based on School-based Curriculum .................................................................... 23

  4. Instructional Design Models ..................................................... 23

  a. Kemp’s Model ............................................................... 24

  b. Yalden’s Model ............................................................. 26

  5. Materials Development ............................................................. 27

  B. Theoretical Framework ......................................................................... 28

  CHAPTER III. METHODOLOGY A. Methods ................................................................................................. 31 B. Research Participants ............................................................................ 33 C. Setting ................................................................................................... 34 D. Research Instruments ............................................................................ 35 E. Data Gathering Technique .................................................................... 36 F. Data Analysis Technique ...................................................................... 37 G. Research Procedure .............................................................................. 38 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Elaboration of Steps in Designing a Set of English Instructional Reading Materials using Contextual Teaching and Learning for Grade X Students of SMA N 1 Klaten ................................................................ 40 B. The Findings on the Designed Instructional Materials Evaluation ....... 50 C. The Discussions on the Designed Instructional Materials Evaluation .. 53 D. The Presentation of the Designed Instructional Materials .................... 54 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ........................................................................................... 57 B. Suggestions ........................................................................................... 59

  1. Suggestions for English Teachers, especially for the Tenth Grade English Teachers of SMA N 1 Klaten............ 60

  2. Suggestions for other researchers for further study .................. 60

  

REFERENCES ................................................................................................ 61

APPENDICES ................................................................................................. 63

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LIST OF TABLES

Page

  Table 3.1: The Description of Respondents’ Opinion on the Designed

  Materials ............................................................................................................... 37 Table 4.1: Topics that Most Preferred by Grade X Students of SMA N 1 Klaten .................................................................................................. 42

Table 4.1 : Learning Indicators in Each Unit ........................................................ 45

  Table 4.2: Description of the Post

• – Design Survey Respondents ........................ 50 Table 4.3

  : The Respondents’ Opinion in the Designed Materials ........................ 51 xii

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LIST OF FIGURES

Page

  Figure 2.1: Models of Instructional System ............................................. 25 Figure 2.2: Language Program Development .................................................. 27 Figure 2.3: The Theoretical Model ................................................................. 30 Figure 3.1: The Comparison between the W riter’s Theoretical Models with R&D Cycle ...................................................................................................... 33 xiii

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LIST OF APPENDICES

Page

  Appendix A. Letter of Permission ............................................................... 64 Appendix B. Pre-design Questionnaire and Interview Guidelines .............. 66 Appendix C. Post-design Questionnaire ...................................................... 72 Appendix D. Syllabus .................................................................................. 76 Appendix E. Lesson Plan ............................................................................. 87 Appendix F. Presentation of the Designed Materials................................. 100 xiv

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CHAPTER I INTRODUCTION This chapter presents several important parts of the study. The first part

  is the background of the study, which reveals the writer’s reason for conducting the study. The second part is the problem formulation, which conveys the problem that will be discussed in the study. The third part is the problem limitation. This part gives a clear border of the study being discussed.

  The fourth part is the objectives of the study, which shows the aims of the study. The fifth part is the benefits of the study, which reveals the advantages of the study that other researchers may gain through reading the study. The last part is the definition of term that clarifies the terms used in the study.

A. Background of the Study

  Globalization is an inevitable phenomenon. It is an era in which everybody is required to develop and compete in almost every aspect of life.

  The globalization of the capital markets and the increased mobility of work force, students and specialists will increase cross

• – cultural contacts…Contacts are facilitated enormously by the new information technology. It will make vast amounts of information services rapidly available to more and more people through international networks. The development will create new demands for global communication and tolerance for intercultural diversity. They will certainly open new opportunities especially for language learning through an easy access to authentic data in a variety of languages (Kaikkonen, et al, 2001).

  The demands of global communication will challenge people to be able to communicate in international language. People need to master English as an

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  international language to support their activities at their workplace or even in their daily life. English is needed in many aspects of life such as economics, politics, culture, and education. Therefore, mastering English will be the main key to the mastery of science and technology. This reality increases the demand of people in learning English. Our government is really aware of this condition, so English is taught as a compulsory subject in our education to prepare students to be ready in facing the global world. School-based Curriculum is a curriculum that is now implemented in our education. Based on this curriculum, students are expected to be able to enhance their intelligent, knowledge, personality, character and skill to be autonomous in their life. One of the competence standards of the high school graduate in the School-based Curriculum is to be able to master skills in the four basic skills in English, e.g. listening, reading, writing and speaking.

  Reading, as one of the four basic skills in English, is very important in human life. We gain information and knowledge through reading. Students’ reading ability will bring them not only into their success in English mastery but also academic. Students who read more will have more knowledge; therefore good reader will do better in school, moreover reading is also used in almost every formal test.

  Most formal tests use the written word as a stimulus for test

• – taker response; even oral interviews may require reading performance for certain tasks. Reading, arguably the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability (Brown, 2004:185).

  Developing reading skill in EFL setting is not easy to do. There are

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  many factors influencing students’ ability in reading; vocabulary, structural knowledge, background knowledge, motivation and purpose, etc. This problem also occurs in SMA N 1 Klaten. Teachers find difficulty in developing students’ reading skill. Students often feel bored when they have reading class, since the materials provided are not interesting and the technique is monotonous. The students rarely get additional reading materials which support their need in their daily life, as now many of the instructions they meet in their daily life are provided in English. Hence, a careful material selection is needed. Concerning this problem, the writer attempts to design a set of reading instructional materials using contextual teaching and learning method.

  Contextual Teaching and Learning is a learning concept which relates the material being learned with students’ experience in their daily life. This method requires students’ active participation and motivates students to relate their background knowledge with the application in their daily life. Through this method, students’ are expected to draw meaning from their learning. Thus, through this method student will be expected to have better understanding about materials being learned.

  Contextual Teaching and Learning is one of methods that best suit the framework in School-based Curriculum. Some of the characteristics in Contextual Teaching and Learning reflect the characteristics of School-based Curriculum. The first is developmentally

• – appropriate practice, while in

  Contextual Teaching and Learning (CTL) and School-based Curriculum education practitioners should develop learning process appropriate to

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  students’ needs. The second characteristic is learner centered curriculum, in which students are actively involved in the learning process. Therefore, Contextual Teaching and Learning can be concluded as the appropriate method which in line with School-based Curriculum.

  B. Problem Formulation

  Based on the discussion in the background of study, the writer formulates the problem in this study as follows:

  1. How is a set of English instructional reading materials using Contextual Teaching and Learning for grade X students of SMA N 1 Klaten designed?

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

  C. Problem Limitation

  The focus of this study is designing a set of English instructional reading materials using Contextual Teaching and Learning for first grade students of SMA N 1 Klaten. The writer is going to present various teaching techniques in the designed materials. Through those materials, it is expected that t he teachers can increase the students’ motivation in studying English in order to yield better learning result. Thus, the writer attempts to design a set of English instructional reading materials using Contextual Teaching and Learning to enable the students to acquire the competencies in English, especially in reading.

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  D. Objectives of the Study

  This study is aimed to design a set of English instructional reading materials using Contextual Teaching and Learning for grade X students of SMA N 1 Klaten. This study is also equipped in accordance with School-based Curriculum. This study is also equipped with the methods, techniques and the syllabus used in teaching English for grade X students of SMA N 1 Klaten.

  The objective of this study is mainly to help teachers in varying the English instructional materials which have been suited with the students’ needs, lack, and want. The second is to help students or the learners in increasing their competencies in English, especially in reading, through these new materials.

  E. Benefits of the Study

  This study will be beneficial for teachers, especially teachers of EFL (English for Foreign Language), and first grade senior high school students.

  1. Teachers

  This study will inspire teachers to assist students to learn English by employing various teaching techniques and activities provided in the designed material, especially under the framework of Contextual Teaching and Learning.

  2. Grade X Students

  This study will help students to prepare themselves to be accustomed to various teaching techniques and activities on the frame of Contextual Teaching and Learning. This study also aims to help students to enhance their ability in

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F. Definition of Terms

  Several terms need clarification, namely:

  1. Instructional material

  “English instructional materials” refers to the printed materials such as handouts, textbooks or magazines which are selected or made by the teacher for the teaching materials. The materials can be in the form of printed materials, computer

• – assisted instruction and televised instruction (Dick and Reiser, 1989:3). In this study, English instructional materials can be defined as all form of materials appropriate to be used as teaching material especially materials which are provided in English language.

  2. Reading

  Reading is one of the four basic skills in learning English which is used in most tests and applied in many aspects in daily lives. According to Grabe (1997), reading is an interaction between reader and text. Thus, reading requires background knowledge and comprehension skills. In this study, reading is referred as understanding meaning from the text.

  3. Contextual Teaching and Learning

  Contextual Teaching and Learning helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and applications to their lives as family members, citizen, and workers and engage in the hard work that learning requires

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  In this study Contextual Teaching and Learning is implemented with the purpose of students can get meaningful learning. Therefore their learning will be long lasting and students will be more motivated in learning the subject matter.

  4. Grade X Students

  Grade X students in this study refer to students in the first grade of SMA N 1 Klaten. Their average of age is 16 years old. Most of them are active and highly motivated to study English.

  5. SMA N 1 Klaten

  SMA N 1 Klaten is the most favorite senior high school in Klaten, it is

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  located on Merbabu Street 13 , Klaten. There are 1248 students in SMA N 1 Klaten, they are distributed into three grade: grade X, grade XI, and grade XII.

  Each of grades consists of 10 classes. Especially for the first grade (grade X), there is a special program called Immersion Class. This special program only opens for 2 classes. The number of teachers in SMA N 1 Klaten is 91 teachers. This number of teachers is expected to fulfill the need of educator staff in that school so that the teaching learning process will be carried out to achieve maximum result.

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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer discusses some theories that are relevant in

  designing reading materials using Contextual Teaching and Learning (CTL) for the First Grade students of SMA N 1 Klaten. This chapter is divided into two major parts. In the first part, the writer discusses the theoretical description and in the second part, the writer explains the theoretical framework.

A. Theoretical Description

  In this theoretical description section, the writer is going to discuss about reading, contextual teaching and learning, curriculum, material development and instructional design models.

1. Reading

  Theories of reading that will be explained consist of the nature of reading, teaching reading, reading skill and strategies and reading with comprehension.

a. The Nature of Reading

  Reading is an activity that actually people most done either consciously or not. People read something while they walk, drive, sit, and do many activities in their daily life. Reading, as suggested by Grabe and Stoller (2002) is the ability to draw meaning from the printed page and interpret this information appropriately.

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  Anthony, Pearson, & Raphael (1993: 284) as cited by Farrell, Thomas (2002) suggested that reading is the process of constructing meaning through the dy namic interaction among the reader‟s existing knowledge, the information suggested by the written language, and the context of the reading situation.

  Another definition from Johnston (1983:17) as cited in Mikulecky, Beatrice (1990), reading is a complex behaviour which involves conscious and unconscious use of various strategies, including problem

• – solving strategies, to build a model of the meaning which the writer is assumed to have intended. From the three definitions above, the writer concludes that reading is an interactive process of interpreting message from a text which involves readers‟ background knowledge and the context of reading situation.

b. Teaching Reading

  In designing reading activities for their students, teachers should be able to create an enjoyable environment for enhancing their students‟ interest in the lesson. Therefore, a three procedure in teaching reading should be taken into consideration; pre-, while- and post-reading instruction. Stoller (1994) as cited Celce-Murcia, Marianne (2001:191) discusses those three stages as follows:

1) Pre-reading instruction

  Pre-reading instruction can serve five important purposes. It helps students to access background information that can facilitate subsequent reading, provides specific information needed for successful comprehension, stimulates student interest, sets up student expectations, and models strategies that students can later use on their own.

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  Some commonly used pre-reading activities include the following:  Previewing the text  Skimming the text or portions of the text (e.g., the first and last paragraphs) to decide what the main ideas of the text are  Answering questions about information in the text or formulating questions for which students want answer  Exploring key vocabulary  Reflecting on or reviewing information from previously read texts in light of the topic of the new text

  2) While-reading instruction

  During-reading instruction guides students through the text, often focusing on understanding difficult concepts, making sense of complex sentences, considering relationships among ideas or characters in the text, and reading purposefully and strategically. Some commonly used during-reading activities include the following:

   Outlining or summarizing key ideas in a difficult section  Examining emotions and attitudes of key characters  Determining sources of difficulty and seeking clarification  Looking for answers to questions posed during pre reading activities  Writing down predictions of what will come next

  3) Post-reading instruction

  Post-reading instruction typically extends ideas and information from the text while also ensuring that the major ideas and supporting information are well

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  understood. Post-reading activities often requires students to use text information in other tasks (e.g., reading to write). Some commonly used post-reading activities are:

   Completing a graphic organizer (e.g., table, chart, grid) based on text information  Expanding or changing a semantic map created earlier  Listening to a lecture and comparing information from the text based on a set of sentences provided  Answering questions that demonstrate comprehension of the text, require the application of the text material, demand a critical stance on text information, or oblige students to connect text information to personal experiences and opinions In order to achieve comprehension, students also need to learn more on reading skills such as skimming, scanning, previewing, predicting, etc. Besides those activities discussed above, there are some other activities that support some reading skills. They will be discussed in detail on the next part, reading skills and strategies.

c. Reading Skills and Strategies

  Reading skills and strategies are regarded as major factor that lead to a success in comprehending message in a text. Hollas (2002) as cited in Duarte, Bikner Victor (2009) suggests that a reading skill is a helpful tool that a student practices in order to improve reading while a reading strategy is a plan or way of

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  doing something; a specific procedure one uses to perform a skill. Therefore, the writer is going to discuss some reading skills as follows:

  1) Previewing

  A preview is a quick and easy way to find out what a text will be about before reading it. This skill helps students decide if they need to read a particular text or not, it also helps them decide what the text will be about before reading it. If the information they want does not look like it will be in the text then they should not bother reading it. Example activities to build previewing skill:

   Look at the cover of a book and guess what the story will be about.  Examine the title or the front page of an article and guess what it will be about.

  2) Predicting

  Predicting involves using cues in the text to guess what is going to come next. Understanding the context of they have already read help students to make predictions. They can also use the illustrations, vocabulary or the grammatical structure to guess what is coming next. Example activities to build predicting skill:

   Stop reading part way through a story and ask the students to guess what will happen next.

   Cloze exercises have some words missing from the context. Students have to use their understanding of the content of the text to guess the missing words and ideas.

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3) Skimming

  Skimming consists of quickly running one‟s eyes across a whole text (such as an essay, article, or chapter) for its gist. Skimming gives readers the advantage of being able to predict the purpose of the passage, the main topic, or message and possibly some of the developing or supporting ideas (Brown, 2001: 308).

  Some activities to practice skimming as suggested by Leane, Shirley (2002) include:

   Match the titles of newspaper articles with the stories. As the students‟ ability improves, limit the time allowed to do the activity. This could be used as part of a media unit, or perhaps when they are learning to write recounts.

   Match the greetings and final paragraphs with the main part of a letter.

  (Use 3 or 4 letters with the different sections jumbled up). This could be used in a letter writing unit

• – use letters of the same style that you are teaching the students to write.

   Give the students a list of the key words that they will find in the text that they are about to read. The students read through the list of words and then give their ideas what they think the article will be about. After expressing their ideas, let them skim the text (with a time limit) and then compare their ideas with what they read in the text. This activity is extremely useful when introducing a new topic of study. It helps prepare the students for the topic that they are about to study and makes the reading of the text much easier.

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   Show the students a newspaper headline and ask them to predict what the article will be about. As in the previous example, once they have made their predictions ask them to skim the text to check how accurate they were.

   Give the students a variety of emails and ask them to identify which ones are junk mail (spam) and which ones should be kept for later in-depth reading.

  4) Scanning Scanning is quickly searching for some particular piece or pieces of information in a text. Scanning exercises may ask students to look for names or date, to find a definition of a key concept, or to list a certain number of supporting details. The purpose of scanning is to extract specific information without reading through the whole text (Brown, 2001: 308).

  Leane, Shirley (2002) suggests some examples of activities to practice scanning include:  Give the students a train timetable and ask them to find out what time the train leaves a particular station. They only need to scan the timetable to find the information they want - the rest of the timetable is not relevant. Alternatively, they could search the Internet, for timetables and hotel information, to plan a trip.

   Give each student a copy of a TV schedule from an English language newspaper. Ask them to find out what time a certain TV program starts and finishes.

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   Look at the contents page of a textbook to find the page number of a particular section. Alternatively at the beginning of the year, give the students an exercise to orientate them to their new textbook, e.g. „How many units are there?‟ „Which unit reviews past tense?‟ „Where is…..‟  Scan a biography (or an encyclopedia) to find specific factual information such as date of birth, important events and places.

   Use a dictionary to find the meaning of a particular word.  Look at a weather report and decide if they need to carry an umbrella tomorrow or not.

d. Reading with Comprehension

  Reading with comprehension as suggested by Kustaryo, Sukirah (1988) means understanding what has been read. It is an active, thinking process that depends not only on comprehension skills but also on the student‟s experiences and prior knowledge. Comprehension involves understanding the vocabulary, seeing the relationships among words and concepts, organizing ideas, recognizing the author‟s purpose, making judgments, and evaluating.

  Specific comprehension skills cannot be completely isolated because they are so interrelated that one skill depends to some degree on another skill. But in a broader sense comprehension could be divided into three level skills: