DEVELOPING ENGLISH READING MATERIALS BASED ON
PROBLEM BASED LEARNING FOR FIFTH GRADE OF
SDN 060812 MEDAN
A THESIS
Submitted in Partial Fulfillment of the Requirement For the Degree of Sarjana Pendidikan
By:
RIZKA FAHRINA DAULAY Registration Number: 2123121045
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
i ABSTRACT
Daulay, Rizka Fahrina. Registration Number: 2123121045. Developing English Reading Materials Based on Problem Based Learning for Fifth Grade of SDN 060812 Medan. A Thesis. English Educational Program, State University of Medan, 2016
This study aims to design English reading materials needed for fifth grade students of SDN 060812 Medan and developed English reading materials for fifth grade students of SDN 060812 Medan. This research was conducted by Research and Development (R & D) based on Problem Based Learning design through six phases; need analysis, evaluating the existing syllabus and English reading materials, developing the syllabus and new English reading materials, validating by experts and field-testing the new English reading materials, revising the new English reading materials and dissemination and implementation. It was conducted in SDN 060812 Medan, especially fifth grade students. The data of this study was English reading materials for fifth grade of SDN 060812 Medan. The sources of data sources of this study were the existing syllabus, interview the
English teacher’s result and English reading materials for fifth grade of SDN 060812 Medan. The results proved that the students needed to be taught descriptive text but the existing English reading materials were not appropriate to
the students’ need which were like speaking materials. The new English reading
materials have been validated by experts. The average scores were 4,37 from the English lecturer and 4,03 from subject teacher. It mean the new English reading materials categorized as relevant or appropriate for fifth grade of SDN 060812 Medan. The new English reading materials were already introduced to the students at the field-testing stage. The new English reading materials were design
to meet the students’ need especially in learning reading. Then, the new English
reading materials were implemented in the school as recommended materials.
ii
ACKNOWLEDGEMENTS
The researcher would like to acknowledge her countless thanks to the most gracious and merciful, the almighty God, Allah SWT and the prophet, Muhammad SAW for love, blessing, and strangeness so the researcher has finally completed this thesis. This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
During the process of completing this thesis, the researcher has worked with a great number of people, through their guidance, suggestions and comments for which the researcher would like to extend her sincere gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, and her
Thesis Examiner.
Nora Ronita Dewi, S.Pd.,S.S.,M.Hum., the Head of English Educational Study Program, and her Second Thesis Advisor.
Prof. Dr. Busmin Gurning, M.Pd., her First Thesis Advisor and her Academic Consultant. The researcher said thank you for his times, suggestion, kindness, advices, and warm welcome along she started to study here until she finished her college.
Dr. Anni Holila Pulungan, M.Hum., her Thesis Examiner.
Dra. Jamilah, the Principal of SDN 060812 Medan, and Armin Kelana, S.Pd., the English Teacher of SDN 060812 Medan.
Her beloved grandmother, Alm. Hj. Siti Hajar Lubis, thank you for everything, for advice, love and warm hug every night.
Her beloved family, her father, H. Fachruddin Daulay; her mother, Hj. Risnawati Nasution, S.Pd., thank you for the biggest support in prayer, love, motivation and fighting along her life.
Her beloved sister, Fitri Amalia Daulay, S.Pd; her beloved brother, Raja Fahmi Natigor Daulay, thank you for love, motivation, and support along her life.
Her beloved big family, Rosmaini Nasution, S.Pd., Suryani Nasution, S.Pdi., Khairul Nasution, H. Zulfan Idris Nasution, S.H., Darmayani Nasution, S.E.,M.M.,AAAIK., and All Family Members, thank you for help, pray and motivation along her life.
iii
Her close friends in Regular A 2012, thank you for Adi Sutrisno, Ayu Trisna, Dwi Mahartika, Nurul Soraya Saragih, Mega Miranda, Mariani Simanjuntak, Wike Idola Fitri, Fajriah Hasanah and all members of Regular A 2012, thank you for experiences along these four years.
Her close friends during PPl, thank you for Hikmatul Fadhilla Shandy, Lulu Fajarwati, Rahmi Damayanti, Siti Nurzannah, Fahmi Khalehar, and Panji Sapto Setyo, thank you for friendship.
Her friends from another class, thank you for Fariza Yusrizal, Fransiska Insani Rahesty Sinaga, Rini Lestari, Rizki Mandasari, thank you for helping to complete her thesis.
Euis Sriwahyuningsih, M.Pd., thank you for help her to complete the administration during the process of thesis.
Finally, the researcher admits that this thesis still far from being perfect. Therefore, the researcher would like to invite readers to give suggestion for the improvement of this thesis and she hopes this thesis will help the reader to conduct his or her research.
Medan, Agustus 2016 The Researcher
iv
E. The Significance of the Study ... 7
CHAPTER II. REVIEW OF LITERATURE ... 8
A. Theoretical Framework ... 8
1. Reading Materials ... 8
2. Genres Based Approach ... 11
3. Materials Development ... 17
4. Materials Evaluation ... 19
5. Need Analysis ... 21
6. Problem Based Learning ... 23
7. Problem Based Learning Materials Design... 26
8. Connection Between Problem Based Learning Materials Design and Research and Development (R & D) ... 29
9. English for Elementary Students ... 30
B. Relevant Studies ... 32
C. Conceptual Framework ... 34
CHAPTER III. RESEARCH METHODOLOGY ... 36
A. Research Design ... 36
v
C. The Subject of Research... 37
D. The Instrument of Collecting Data ... 37
E. Techniques of Collecting Data ... 38
F. Procedures of Materials Development ... 38
CHAPTER IV. MATERIALS DEVELOPMENT ... 41
A. Need Analysis ... 41
B. Evaluating the Existing Syllabus and ERM ... 43
C. Developing the Syllabus and New ERM ... 46
D. Validating and Field-testing the New ERM ... 48
E. Revising the new ERM ... 51
F. Dissemination and Implementation... 52
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 53
A. Conclusions ... 53
B. Suggestions ... 54
REFERENCES ... 55
vi
LIST OF TABLES
Pages
Table 2.1. Types of Genre ... 12
Table 2.2. Necessities, Lacks and Wants ... 23
Table 4.1. Evaluation Result of Existing English Reading Materials ... 45
Table 4.2. English Lecturer’s Validation Score ... 49
vii
LIST OF FIGURE
Page
viii
LIST OF APPENDICES
Pages
Appendix A. Teacher’s Interview Result ... 58
Appendix B. Existing Syllabus ... 59
Appendix C. Evaluation Checklist ... 61
Appendix D. Existing English Reading Materials ... 63
Appendix E. Evaluation Result of Existing English Reading Materials ... 73
Appendix F. New Syllabus ... 75
Appendix G. New English Reading Materials ... 78
Appendix H. Experts Validation ... 90
Appendix I. Field-testing Result ... 98
1 CHAPTER 1 INTRODUCTION
A. The Background of the Study
Teaching materials play an important role to the English language teaching.
Due to the children’s overall development; social emotional, cognitive and
physical, as well as language development, the English for young learners require
a distinctive consideration. At this point, teacher must be aware to young learners’
physical and psychological needs in providing an appropriate language instruction.
Foreign language classes through the fifth grade level of elementary
school are part of a larger goal to familiarize children with foreign languages,
lifestyles and cultures, rather than focusing on teaching a foreign language in a
formal way. English should be taught in a fun and natural way, using activities
such as songs and games. Some communities may not be ready to introduce
English at an earlier age, but would like their children to be more internationally
minded and have introduced as international understanding education for younger
learners.
Materials play a key role in language education. Materials can be used to
facilitate the learning of a language. Materials can inform learners about the
language, materials can provide experience of the language in use, Materials can
stimulate language use or materials can help learners to make discoveries about
2
Materials of reading for elementary school become substantial in learning
English. English reading materials should be developed based on the students’
needs and related to the students’ real life instead to make the students understand
the materials easily.
Students in elementary school are needed to be taught with appropriate
materials based on their need and level. Some of the materials especially for
English reading materials are not related to the students’ needs and level. This
problem is trying to solve to make sure students can learn the appropriate English
materials. Because studying appropriate English materials especially in English
reading materials can help the students to do the tasks well.
There are many irrelevant materials and burdened subjects must be learnt
by the students (Wedhaswary, 2012). Based on the researcher’s observation and
analysis of syllabus and teaching materials used by the students of SDN 060812
Medan especially for fifth grade, the researcher was found that the reading
materials on the book they used “Bahasa Inggris untuk Sekolah Dasar dan
Madrasah Ibtidaiyah” published by CV. Thursina in 2010 did not completely
fulfill the students’ needs. The reading materials for elementary school especially
for fifth grade students need to be taught about descriptive text but the materials
from the textbook that the teacher use are not appropriate to the students’ needs. It
was proven by the data that taken by the researcher from the book that the school
3
Title: Where are my glasses?
Cici is often forgetful. She forgets to put her shoes. She forgets to put her pens. She forgets where she put her new watch. Now, she forgets where
Dad : “Maybe they are next to the computer.”
Cici : “No, they aren’t.”
Dad : “Cici, your glasses are on your head.”
Cici : “Oops, thank you, Dad.”
The data showed that the reading materials were not appropriate to the
fifth grade elementary school and not fulfill the students’ need. The considerations
why the materials are not appropriate to the fifth grade elementary school are the
text was not descriptive text which was needed to be taught by the fifth grade
students, the topic of the text is about preposition which is not related to describe
particular things and also the text is using dialogs which was appropriate to the
speaking materials without showing to describe something. The title should be my
classroom to show that the text is descriptive text which is to describe place.
Descriptive text is a kind of text with a purpose to give information. The context
of this kind of text is the description of particular person, place or thing.
Descriptive text has generic structure and grammatical features.
According to the syllabus, fifth grade of elementary students should be
taught about descriptive text which is still in the school context. The topics should
close to their daily life to make the students easily to represent it into their daily
activities. Based on the observation, the students did not know how to describe
4
reading materials in the textbook that the students use were not related to the
students’ real life and the skill to comprehend the reading does not the students
get.
In this research, the researcher tried to develop English reading materials
fully concern to the students’ need based on the syllabus of fifth grade elementary
school. The English reading materials developed according to the students’ level
and related to the students’ real life. Appropriate materials can be motivating
because they are proof that the language is used for real-life purposes by real
people (Nuttall, 1996:172). The appropriate materials will interest the student and
may even encourage further reading or reading for pleasure. The more the student
reads, the better a reader the student will become, not only improving the student
language level but also confidence. If the material interests the student, it can also
be related to student own experiences.
The reason for reading depends very much on the purpose for reading. The
use of appropriate materials in the classroom is discussed, with the student
benefiting from the exposure to real language being used in a real context
(Berardo, 2006). Other aspects which prove positive when using appropriate
materials are that they are highly motivating, giving a sense of achievement when
understood and encourage further reading.
The researcher can also develop learning materials on the basis of the
students needs (Pinter, 2006). This situation would happen when a teacher is
facing new students. In order to meet the students’ needs of English, an English
5
After knowing the English competence that the students want to achieve, the
teacher develops the learning materials to help the learners achieve the English
competence they want.
Having the appropriate materials makes the achievement of reading will be
increase. Achievement of reading is success in reaching particular goal or status or
standard in learning reading process, especially by effort, skill, and courage
(Fadhila, 2014: 7). Students’ achievement in reading is a factual proof of their
success in learning. It is measured from their scores and how they can solve the
problem during the learning process. So that is why the appropriate materials can
increase the students’ achievement in reading.
One of the aims of appropriate materials is to help the students react in the
same way first language speakers react in their first language. Students who live
in the target language environment, once outside of the classroom will encounter a
variety of situations in which different reading purposes or skills are required.
Berardo (2006) stated that the main advantages of using appropriate materials in
the classroom therefore include:
a. having a positive effect on student motivation;
b. exposing students to real language;
c. relating more closely to students’ needs;
To solve the problem, the researcher needed to develop the English
reading materials by using problem based learning. Problem based learning
embeds students’ learning processes in real-life problems. During the problem
problem-6
solving skills as well as self-directed learning skills while working toward a
solution to the problem.
The problem is crucial to its implementation. Problems should be adapted
to the knowledge level of the students. They should engage students’ interests,
motivate them to search for more knowledge independently, and allow them to
relate the new concepts being introduced to previous knowledge (Suh, 2004).
Firstly, problem should be ill-structured, be ambiguous, incomplete, confusing or
conflicting, and additional information will be needed. There is usually a
prescribed way to proceed in solving the problem (Wee, 2004).
B. The Problems of the Study
Based on the background of the study, the problems of the study can be
formulated in the form of questions as follows:
1. what English reading materials are needed by the fifth grade students of SDN
060812 Medan?
2. how are English reading materials for fifth grade students of SDN 060812
Medan developed?
C. The Objectives of the Study
Based on the problems stated above, the objectives of the study are:
1. to investigate the English reading materials are needed for fifth grade students
of SDN 060812 Medan according to the students’ needs.
7
D. The Scope of the Study
This research is focused on developing English reading materials based on
Problem Based Learning. The object of the study is limited on elementary
students at the fifth grade of SDN 060812 Medan, particularly descriptive text
materials. There are three kinds of descriptive text which describes a particular
person, place or thing. In this research, the researcher tries to develop particular
place and thing according to the topic of the book that the school used.
E. The Significance of the Study
This study is expected to have both theoretically and practically.
1. Theoretically, the findings of the study will extend and enrich the horizon in
theories which related to the areas to investigate the English reading materials
are needed for fifth grade students of SDN 060812 Medan according to the
students’ needs and also on how to develop English reading materials for fifth
grade students.
2. Practically, the findings of the study can be recommended English reading
materials for the fifth grade students of SDN 060812 Medan, as it motivates
the students’ enthusiasm to study English according to their needs. Beside, the
53 CHAPTER V
CONCLUSION AND SUGGESTION
Based on the result and analysis of the reserch in the previous chapter,
some conclution remarks and suggestion are as follows.
A. Conclusion
1. The existing English reading materials do not appropriate to the fifth grade
elementary. The fifth grade elementary students need to be taught about
descriptive text but the existing English reading materials do not display that.
Because of this problem, the existing English reading materials are not related
to the students’ need. The students need the materials that are designed by
authentic materials based on problem based learning. In teaching and learning
process, the students are more active and get more enthusiasm in learning
reading and this impact to the students’ score.
2. New English reading materials are designed through problem based learning.
The problem based learning is provided by group activity, so that the students
are more active while learning English. In order to rich the students’
vocabulary, the materials are designed by done the activity of to find out the
meaning of the words to the library and the words should be related to the
topic and to make sure the students more understand and can apply what they
have already got from the material to their daily life, the text should also use
54
B. Suggestion
In line with the conclusion above, some points suggested such as.
1. It is suggested that the English teacher should teach the English reading
materials that the contents are related to the students’ need and provide
appropriate English materials for students in order to fulfill the students’ need.
2. It is suggested that the development materials should consider and concern to
the students’ need and background and relate the materials to the students’ real
life.
3. It is suggested that the learning materials should design in such way such as
problem based learning in order to make the students understand the materials
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