DEVELOPING ENGLISH READING MATERIALS FOR
GRADE VIII IN SMP SWASTA NUR
–
FADHILA MEDAN
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
RIKA WAHYUNI TAMBUNAN Registration Number: 2123321065
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i ABSTRACT
Tambunan, Rika. Wahyuni. Registration Number: 2123321065. Developing English Reading Material For Grade VIII in Smp Swasta Nur – Fadhila Medan. A Thesis. English Educational Program, State University of Medan, 2016.
This study aims to design English reading materials needed for students in SMP Nur-Fadhila Medan and develop English reading materials for students in SMP Nur-Fadhila Medan. The research was conducted by Research and Development (R & D) design through six phases; gathering information and data, analyzing data, designing new materials, validating by experts, revising, and final product. It was conducted in SMP Nur-Fadhila Medan, especially grade VIII. The data were gathered by administering interview and distributing questionnaire to 21 respondents to get the students’ needs. The interview and questionnaire results prove that the students need English reading materials which contain the appropriate knowledge or topic with the syllabus and students’ level. Thus, developing materials are descriptive text. The descriptive text expose the text about environment which is adjacent with students’ life. The products have been validated by experts. The average scores are 4,68 from English subject teacher and 4 English lecturer. It means the developing materials categorized as relevant or appropriate for students in SMP Swasta Nur-Fadhila Medan grade VIII.
ii
ACKNOWLEGDEMENT
Praise be Allah, the cherisher and sustainer of the world, that has given
His blessing, sturdiness, and patience, so that the researcher can finish her thesis
as a partial fulfillment of the requirement for the degree of Sarjana Pendidikan.
In writing this thesis, she has encountered a lot of difficulties since
the beginning to the last; many people have directly helped her in finishing
this thesis. She would like to acknowledge her deep gratitude for all of them for
their generous guidance and assistance:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum. the Head of English Education Program.
Dr. Rahmad Husein, M.Ed. and Neni Afrida Sari Harahap, S. Pd, M. Hum., the great and respective thesis advisors who have kindly given their
valuable time to advice, guide, and support to her.
Prof. Dr. Hj. Sumarsih, M.Pd. and Indra Hartoyo, S. Pd, M. Hum., the reviewers who have given knowledgeable input in furnishing her thesis. SMP Swasta Nur-Fadhila Medan educators and staffs who have supported
her to conduct the research and collect the data especially to Halimah, S.
iii
who has supported and helped her giving information about SMP Swasta
Nur-Fadhila Medan.
Her special thanks goes to her beloved parents, Kapt. H. T. Tambunan and Sariana Pasaribu, who have given a lot of loves, cares, prayers,
supports, and advices.
Her beloved gangster, Irma, Dayug, Geby, Naya and Oog who have shared the valuable knowledges, times, laughters, smiles and hugs
everyday
Her one-step-closer mate, Kak ai, Anggi, Inuk, Jejen, Tere, and her friendzone Trisna, Odonk, Pandi, Ical and Fajar who have given
motivations, supports and laughters, and her friend, Zulfahmi who has
accompanied her and given motivations in finishing her thesis.
Her best friends in Junior High School, Tommy, Harum, Agus, Indri, Wanda, Yoga who have given motivations, laughter, and supports.
Her best friends in Senior High School, Gastovasculer XII-IA 1, Beby, Hasyim, Ajep, Mami, Gerry, Sari, Suci, Yogi, Indira who have given
motivations, laughter, smiles and supports.
Her beloved communities, Floating Library and KOPHI SUMUT who have given positive activities, experiences and knowledges.
Her wonderful brothers and sisters in HMJ BSI UNIMED especially for Department of Education, Zainuddin, Fatimah, Dewi, Restu and Zahro
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A. Theoretical Framework ... 7
1. Concept of Reading ... 7
2. Reading Comprehension ... 8
a. Level of Reading Comprehension ... 10
b. Process of Reading ... 11
c. Purpose of Reading ... 12
v
4. Course Design ... 16
5. Teaching Material ... 18
a. Reading Material ... 18
b. The Charateristics of Good Materials for Reading ... 19
c. Development of Instructional Material for Reading ... 20
6. Syllabus ... 21
7. Curriculum ... 22
B. Related Study ... 24
C. Conceptual Framework ... 26
CHAPTER III RESEARCH METHODOLOGY ... 29
A. Research Design ... 29
B. Place and Time of Research ... 29
C. Target Client ... 29
D. Instrument of Collecting Data ... 30
E. Techniques of Analyzing Data .... ... 30
F. Phases of Developing a Model of Reading Material ... 31
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 33
A. Research findings ... 33
1. Gathering Information and Data ... 33
2. Need Analysis ... 34
3. Existing Materials ... 39
4. Designing New Reading Materials ... 41
vi
6. Revising Reading Materials ... 43
7. Revised- Developing Reading Materials (Final Product) ... 44
B. Discussion ... 46
CHAPTER V CONCLUSION AND SUGGESTION ... 48
A. Conclusion ... 48
B. Suggestion ... 49
REFERENCES ... 50
vii
LIST OF FIGURE
Pages
Figure 2.1 Tree Diagram of Conceptual Framework ... 28
viii
LIST OF TABLE
Page
Table 1.1. English teacher’s evaluation of VIII A in SMP Nur – Fadhila Medan ... 2
Table 4.1 The Result of Students’ Need Analysis Questionnaire ... 34
Table 4.2 English Teacher’s Validation Score ... 45
ix
LIST OF APPENDICES
Pages
Appendix A. Questionnaire ... 53
Appendix B. Interview ... 56
Appendix C. First Draft of Developing Materials ... 64
Appendix D. Final Product of Developing Materials ... 81
Appendix E. Validating Sheet ... 97
Appendix F. existing Materials ... 105
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is a key to a good life because it plays an important role to the
English Language Teaching (ELT) to develop the creative side of people. This
statement is supported by Harsono (2007:5). He states that reading materials are
one of the very crucial elements that has to exist to conduct teaching/learning
activities. English reading materials are required in order to improve reading skill
of students.
However, there are still many students who do not realize the importance
of reading to support their life into a better direction. UNESCO (2012) reports that
index of reading ability of Indonesian students reach in 0,001. It means that out of
one-thousand-Indonesian-student, there is only one who has reading ability. The
pretension to improve the reading ability in the circle of Indonesian students is not
easy to create. This phenomenon is different if it is compared to the other students
in Asian country. In this case, the reading ability of Indonesian children are under
the children in Philippines, Thailand, Singapore, and Hong Kong.
In line with the description above, Indonesian students must be able to
have one of the important skills to decrease the phenomenon, that is reading skill.
Reading skill is one of the important aspects of communication skills need to be
mastered by those who want to be succeed in life. This must be instilled to
2
Junior High School as a continuation after primary school, the students still get
the material related to basic education as well. The materials used also must be
suitable with the students’ needs, specifically for reading materias as one of the
most important teaching materials to sharpen the reading skill.
Unfortunately, English is like simply as complementary subject. Teacher
does not give any directions to comprehend the words in the text. In every English
subject, the students just answer the questions in their English textbook in which
the most of materials are not appropriate with the syllabus.
In the syllabus, students must respond to the meaning and rhetorical stages
of a simple short essay accurately, and fluently relating to the surrounding
environment in the form of descriptive text (based competence 5.3 of KTSP). The
fact is the students learn the unsuitable text with the based competence which is
about environment. The phenomenon is also supported by the preliminary data
that points out the students’ weakness in comprehending the text in their book.
Table 1.1 The second year Students’ Score of Reading Skill in the First Semester
at SMP Nur – Fadhila Medan in Academic Year 2015/2016
Semester Score
3
Based on the preliminary observation in SMP Nur – Fadhila Medan, it was
found that 14 students have lower scores than 7 students on their reading
comprehension. The Minimum Mastery Learning (MML) has 75 scores, then 14
students have not got the MML which the percentage is 67%. Meanwhile, the
rest has got more than MML which percentage is 24% and 9% gets the score same
with MML. It also can be seen that only 7 from 21 students who have scores
passed the individual MML.
From the preliminary data above, most of students do not master english
lessons which they have in educational process, especially for reading materials.
This evidence is a phenomenon of unsuccessful goal of education. Actually, there
are some various factors influencing this unsuccessful goal of education; such as:
unsuitable english reading materials, students’ low motivation, lack of vocabulary
etc.
The book they used is English in Focus for Grade VIII Junior High School
(written by Artom Wardiman) which is published by Pusat Pembukuan
Departemen Pendidikan Nasional, PT Madju Medan Cipta (Percetakan Madju) in
the middle of 2008. The teachers usually teach their students by using available
textbooks. Textbooks are a source of teaching materials which are widely used in
teaching and learning process. It is the convensional source of learning for
students. However, it is still quite capable of giving a good contribution to the
teaching and learning process. Some of learning materials can not be taught
4
Then, the teacher also added that the lack of vocabulary is still shown by the
students of this school in comprehending the words, even a basic word such as
cupboard. They also have not been able to pronounce the basic words well. This
reality shows that the students' vocabulary mastery in learning English is still low.
The students also need to increase their ability of mastering vocabulary to support
their skill in English reading material.
In order to solve this phenomenon, it is needed to increase the vocabulary
mastery because when the students read the text, they will find many new
vocabularies there. In line with Harmer (1983:19) which states that reading texts
provide opportunities to study language: vocabulary, grammar, punctuation, and
the way the students construct sentences, paragraphs, and texts.
As someone who knows well what students need in learning process, the
teacher has a right to take a decision about teaching materials (agree with
syllabus) which will be presented to the students, teaching methods in the
classroom, and evaluation that will be got by the students. Thus, if teachers find
that existing materials do not fulfill their students‟ needs, they should develop the
teaching materials in order to meet the students’ need because the teacher has a
responsibility to facilitate students in learning process in the classroom.
From the background above, it was recommended that teachers have to
develop reading materials based on students’ needs. By being prepared reading
materials based on a what they focus on, the students will get easier to understand
5
above, this study focuses on developing English reading materials for students of
grade VIII in SMP Swasta Nur – Fadhila Medan.
B. The Problems of Study
Based on the background of the study above, the writer makes the
identification of study as:
1) What are the suitable English Reading Materials for students of
grade VIII in SMP Nur - Fadhila?
2) How should the suitable English Reading Materials be developed
for students of grade VIII in SMP Nur - Fadhila?
C. The Objectives of Study
The objectives of study are:
1) To analyze the suitable English Reading Materials for students of
grade VIII in SMP Nur – Fadhila
2) To develop the suitable English Reading Materials for students of
grade VIII in SMP Nur – Fadhila
D. The Scope of Study
The developed materials are based on students’ needs; the materials will
be applied in the second year of SMP Swasta Nur - Fadhila, and the skill that
will be concerned is reading comprehension, particularly about environment
6
E. The Significances of Study
This research is expected useful for these people;
1) Writer; by having this research, the writer can develop and enrich
knowledge about the importance of teaching materials for students in
learning process, and how to develop materials in increasing students‟
achievement on reading comprehension.
2) Teacher; through this research, teacher can find the effect of using
authentic materials in teaching reading comprehension to students, and
teacher can get some important steps to provide authentic materials for
students.
3) Students; through this research, students can increase their motivation and
mastery of reading comprehension by learning authentic materials which
they need based on specific purpose that they have.
4) Other researchers; this research can give them some data, sources about
48 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the study a number of conclusions could be stated. Those
are:
1) The english reading materials which is appropriate to junior high school in
SMP Swasta Nur-Fadhila Medan is english reading materials that related
to syllabus and students’ need
2) The eight grade students of Junior high school need english reading
materials because they want to improve their ability in reading and master
reading skill. The english reading materials should be developed due to
students’ need and level. The functional materials developed is based on
the real life situation to meet Junior High School students’s need in
reading skill. The English reading materials should be developed through
6 phases, they were; 1) Gathering information and data, 2) Analyzing data,
3) Designing materials based on the needs analysis, 4) Validating the new
reading materials by experts (Islamic subject teacher and English lecturer),
5) Revising the new reading materials based on experts’ suggestions, and
49
49 B. Suggestion
1. Teacher
Teachers should consider the students’ needs to choose the learning
materials. The learning process can be successful if the reading materials were
useful for their daily life and learning environment. The teachers should develop
the reading materials if they found the materials were not suitable for the students
of Junior High School.
2. Institution
The institution should supervise the teachers and ensure them that the
reading materials supported the students’ level. The institution also should find
the books which match to the students’ need. The number of references of English
reading materials had to be increased to ease the students learning English and
Global knowledge at the same time.
3. Other researcher
Other researchers should find many references to support in developing
reading materials. The open questions of questionnaire should be considered to
50
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