ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS
OF SMK BOPKRI 1 YOGYAKARTA
A THESIS
Presented as Partial Fulfilme nt of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Katarina Atik Andriyani Student Number: 031214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS
OF SMK BOPKRI 1 YOGYAKARTA
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Katarina Atik Andriyani Student Number: 031214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
Sand and Stone
A story tells that two friends were walking through the desert. During some
point of the journey they had an argument, and one friend slapped the other one
in the face. The one who got slapped was hurt, but without saying anything,
wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE
FACE."
They kept on walking until they found an oasis, where they decided to take a
bath. The one, who had been slapped, got stuck in the mire and started
drowning, but the friend saved him. After the friend recovered from the near
drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY
LIFE."
The friend who had slapped and saved his best friend asked him, "After I hurt
you, you wrote in the sand and now, you write on a stone, why?"
The other friend replied: "When someone hurts us, we should write it down in
sand where winds of forgiveness can erase it away. But, when someone does
something good for us, we must engrave it in stone where no wind can ever erase
it."
LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE
YOUR BENEFITS IN STONE
(UNKNOWN)
vii
ABSTRACT
Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using Interactive Models for the Tenth Grade Students of SMK BOPKRI 1.Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Reading is one of important skills in learning English. In school, reading is used as a media to facilitate teaching learning activities and increase the result of academic learning. In fact, students often find that reading is difficult. Therefore, this study attempts to design reading materials using Interactive Models. Interactive Models combine both bottom-up and top down models. This reading strategy is believed to help the students comprehend reading passages effectively.
This research was conducted to design English Instructional Reading Materials using Interactive Models for the Tenth Grade students of SMK BOPKRI 1 Yogyakarta. There were two problems in this research. The first is how a set of English Instructional Reading Materials using Interactive Models is designed. The second is what a set of English Instructional Reading Materials using Interactive Models looks like.
To answer the research questions, the researcher adapted Kemp’s Model as the realization of R&D cycle (Research and Development Method). To answer the first research question, the researcher adapted Kemp’s Model. There were seven steps applied by the researcher. The first step was obtaining learners’ characteristics. The second was formulating goals, topics and general purposes. The third step was stating the learning objectives. The fourth step was listing the subject contents. The fifth step was selecting teaching learning activities. In this step, the researcher developed the reading materials using Interactive Models. The sixth step was conducting evaluation survey and the last step was revising the materials.
To develop the designed materials, the researcher distributed questionnaire to 71 students of SMK BOPKRI 1 Yogyakarta and interviewed 2 English Teachers of SMK BOPKRI 1 Yogyakarta. After designing the material, the researcher distributed questionnaires to obtain opinions, suggestions and comments from the respondents toward the reading materials. The respondents consisted of two Lecturers of English Language Education Study Program Sanata Dharma University, two English Teachers of SMK BOPKRI 1 Yogyakarta and one English Teacher of SMK N 4 Klaten. Next, after the researcher obtained the evaluation from the respondents, the researcher analyzed the data. The result of the data analysis showed that the designed materials were acceptable since the mean was 3.53 on a scale of 1- 4.
To answer the second research question, the researcher presented the final version of the designed materials. The final versions of the designed materials are presented after making some revisions based on the comments, critics and suggestions from the respondents. The designed materials consisted of eight units. Those eight units were: “My New School”, “Home”, “Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Each unit contains three parts, namely: Let’s Begin, Let’s Practice, and Let’s Finish the Lesson.
viii ABSTRAK
Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using Interactive Models for the Tenth Grade Students of SMK BOPKRI 1.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Membaca (reading) merupakan salah satu keahlian dalam pembelajaran Bahasa Inggris. Di sekolah, reading merupakan salah satu media belajar mengajar untuk meningkatkan nilai akademik. Kenyataanya, siswa seringkali mengalami kesulitan dalam untuk memhami bacaan. Oleh sebab itu, penelitian ini bermaksud untuk merancang seperangkat materi reading dengan menggunakan Interactive Models. Interactive Models ini merupakan penggabungkan antara bottom-up dan top down model. Reading strategy ini dipercaya memudahkan siswa dalam memahami bacaan dalam Bahasa Inggris secara efektif.
Penelitian ini dilaksanakan untuk merancang seperangkat materi reading dengan menggunakan Interactive Model untuk siswa kelas sepuluh di SMK Bopkri 1 Yogyakarta. Ada dua masalah yang dibahas dalam studi ini. Pertama, bagaimana seperangkat materi pembelajaran reading dengan menggunakan Interactive Model dirancang. Kedua, bagaimanakah bentuk seperangkat materi reading tersebut?.
Untuk menjawab pertanyaan tersebut, penulis mengadaptasi Kemp’s model sebagai realisasi dari metode lingkaran R&D (Research and Development). Untuk menjawab pertanyaan pertama, penulis mengadaptasi Kemp’s Model. Ada tujuh langkah yang diterapkan oleh penulis. Langkah pertama adalah mencari karakteristik siswa. Langkah kedua adalah menetapkan topik dan tujuan umum. Langkah ketiga adalah menentukan tujuan pembelajaran khusus. Langkah keempat adalah merinci isi materi dan langkah kelima adalah memilih kegiatan pembelajaran dan sumbernya. Dalam langkah ini, penulis merancang materi reading menggunakan Interactive Models. Langkah keenam adalah mengevaluasi materi dan langkah terakhir adalah memperbaiki materi.
Untuk mengembangkan materi yang dirancang, penulis menyebarkan kuesioner kepada 71 siswa SMK BOPKRI 1 Yogyakarta dan mengadakan interview dengan dua guru Bahasa Inggris SMK BOPKRI 1 Yogyakarta. Setelah merancang materi, penulis menyebarkan kuesioner untuk mendapatkan pendapat, saran, dan komentar dari responden. Para responden terdiri dari dua dosen dari jurusan Bahasa Inggris di Universitas Sanata Dharma, dua guru Bahasa Inggris di SMK BOPKRI 1 Yogyakarta dan satu guru Bahasa Inggris SMK N 4 Klaten. Setelah penulis mendapatkan evaluasi dari responden, penulis menganalisa data tersebut. Hasil dari data analisis tersebut menunjukkan bahwa materi yang dirancang sesuai dan dapat diterima karena nilai rata-ratanya adalah 3.53 pada skala 1-4.
Untuk mejawab pertanyaan kedua, penulis mempersembahkan versi materi akhir yang telah dirancang. Rancangan materi akhir tersebut dipersembahkan setelah melakukan beberapa revisi berdasarkan pendapat, kritik dan saran dari responden. Rancangan materi tersebut terdiri dari delapan unit. Delapan unit tersebut adalah: “My New School”, “Home”, “At the Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Setiap unit terdiri dari tiga bagian, yaitu: Let’s Begin, Let’s Practice, and Let’s Finish the lesson.
ix
ACKNOWLEDGEMENTS
First of all, I would like to dedicate my deepest gratitude to my Lord the Almighty for His blessing, greatest love and guidance so that I can accomplish my thesis. Nothing can be true without His desire. People can only try hard to make the best choice for my life.
Second, I would like to address my sincere gratitude to my major sponsor C. Tutyandari, S.Pd., M.Pd., for always guiding and encouraging me with her valuable advice, supports, critics and suggestions in accomplishing my thesis. I also would like to address my deepest gratitude to Ch. Lhaksmita Anandari, S. Pd., M.Ed. as my co-sponsor for giving me suggestions and advice in completing my thesis. Thank you for both of them for helping me accomplishes my thesis. Also, I would like to express my deep gratitude to them for being patient, kind, friendly, nice lecturers for me. I really appreciate their willingness to guide me to solve problems.
I would like to give my sincere gratitude to all lecturers of English Language Education Study Program for teaching me many things during my study here. I would also like to thank my academic advisor Ag. Hardi Prasetyo, S.Pd., M.A. for his support and kindness during my study here. I also express my gratitude to F. Chosa Kastuhandani S.Pd., and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for helping me revise my thesis so that I can accomplish my thesis well.
thank the tenth grade students of SMK BOPKRI 1 Yogyakarta who help me accomplish my thesis. I have spent beautiful moments with them.
My deepest gratitude is addressed to my beloved mother, Ch. Siti Haryani who always supports and gives me advice for the sake of my life. I really thank her for every single prayer and sacrifice to make me obtain Sarjana Pendidikan Degree. She gives me necessary skills to make my life better. I also address my sincere gratitude to my beloved father, Andreas Suwandi who is always patient every time I cope with problems. I really thank both my beloved parents for their endless love, patience, trust, mental and financial support. I also thank my lovely sister, Yuliana Andriastuti S.E, who is always patient toward my attitude. I really thank for her advice, criticism and financial support.
My special deepest gratitude is addressed to my lovely boyfriend, Indra Bayu Perdana R, S.H, who helps me make the layout of my designed materials. I really also thank him for his patience, love, faithfulness, support, prayer, and guidance. He is the greatest inspirations for every single thing I do in my life. He makes my life very colorful and very meaningful. He helps me open my eyes and heart to choose the best thing to get a better life. He is the one who always listens to me when I feel stressed and depressed during the process. He is my savior. I also thank him for very wonderful moments we have spent together.
I would also like to address my sincere gratitude to my best friends, Melon, Nina, Priska, Kiki, Titik, Urie, Dono, Siwi, Palupi, Upik, Deni, Timur, Cipok, Gendut, Dudung, Rinma for their help, support and prayer. I also thank Rika, Wati, Bekti, Didi, Sabrin, Diksa, Janah, Inyong, De’na, Nita, and Vina, for their support and patience. My gratitude also addressed to those whom I cannot mention by names, I would like to thank them for their support, guidance, and encouragement. Thank you all.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF FIGURES ... xv
LIST OF TABLES ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I: INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 5
CHAPTER II: LITERATURE REVIEW ... 8
A. Theoretical Description ... 8
1. Kemp’s Model ... 9
3. Models of Reading Processes ... 14
a. Interactive Models ... 14
b. Bottom –up model ... 16
c. Top down model ... 18
4. Cloze Procedure ... 20
a. Fixed-ratio deletion ... 21
b. Rational deletion ... 21
c. C-test procedure ... 21
d. Cloze-elide procedure ... 22
5. SMK BOPKRI 1 Yogyakarta ... 22
B. Theoretical Framework ... 24
CHAPTER III: METHODOLOGY ... 28
A. Research Method ... 28
1. Conducting Research and Information Collecting ... 28
a. Collecting Information about the Theories ... 29
b. Collecting Information about the Learners ... 29
2. Conducting Planning ... 30
3. Developing Preliminary Form of Product... 30
4. Conducting Preliminary Field Testing ... 31
5. Presenting Main Product Revision... 31
B. Research Participants ... 31
1. Conducting Research and Information Collecting ... 32
2. Conducting Preliminary Field Testing ... 32
C. Research Instruments ... 32
1. Interviews ... 32
2. Questionnaires... 33
D. Data Gathering Techniques ... 34
E. Data Analysis Techniques ... 35
1. Interview ... 35
2. Questionnaires... 35
F. Research Procedures ... 39
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 42
A. Conducting Need Survey ... 42
1. Data Presentation ... 42
a. The results of questionnaire for students ... 43
B. Formulating Goals, Topics, and General Purposes ... 47
1. Goals ... 48
2. Topics ... 48
3. General Purposes ... 49
C. Stating the Learning Objectives ... 49
D. Listing Subject Content ... 50
1. Pre-reading activity ... 51
2. Whilst reading activity ... 51
3. Post reading activity ... 52
E. Selecting Teaching and Learning Activities and Resources ... 52
F. Conducting Evaluation Survey ... 56
1. The Description of the Respondents ... 57
2. Data Presentation ... 57
3. Respondents’ comments on the Designed Materials ... 59
G. Revising the Materials ... 60
1. Response to the Respondents’ Evaluation ... 60
2. The Presentation of the Designed Materials ... 62
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 63
A. Conclusion ... 64
B. Suggestions ... 65
REFERENCES ... 66
APPENDICES Appendix A: Letters of Permission ... 69
Appendix B: Gambaran Umum Materi ... 72
Appendix C: Questionnaire of Research and Information Collecting for Students ... 77
Appendix D: Interview of Research and Information Collecting for Teachers ... 80
Appendix F: Syllabus ... 89
Appendix G: Lesson Plans ... 95
xv
LIST OF FIGURES
Page
Figure 2.1 Kemp’s Model of Instructional Development……..…………...
Figure 2.2 Interactive Approach to Reading………...
Figure 2.3 Bottom-up model………...
Figure 2.4 Top down model………
Figure 2.5 The Adapted Instructional Design Model.……… Figure 3.1 The Adapted Instructional Design Model ………
12
15
17
18
27
xvi
LIST OF TABLES
Page
Table 3.1. The presentation of assessing respondents’ opinion
using Likert scale ... 36
Table 3.2 The presentation of eachers’ opinion about the designed materials ... 37
Table 3.3 The format of the presentation of product evaluation results ... 37
Table 4.1. The Result of Questionnaire for Students ... 43
Table 4.2. The Result of Interviewing English Teachers ... 45
Table 4.3. The Adapted Goals from the syllabus of SMK BOPKRI 1 ... 48
Table 4.4. Topics ... 48
Table 4.5. General Purposes... 49
Table 4.6. Stating the Learning Objectives ... 49
Table 4.7 The combination of microskills and makroskills criteria... 53
Table 4.8 Reading Materials Blueprint ... 54
Table 4.9. The Description of Preliminary Field testing Respondents ... 57
Table 4.10. The Results of the Preliminary Field Testing Questionnaire ... 58
xvii
LIST OF APPENDICES
Page
Appendix A: Letters of Permission ... 69
Appendix B: Gambaran Umum Materi ... 72
Appendix C: Questionnaire of Research and Information Collecting for Students ... 77
Appendix D: Interview of Research and Information Collecting for Teachers ... 80
Appendix E: Questionnaire for Feedback Gathering ... 82
Appendix F: Syllabus ... 89
Appendix G: Lesson Plans ... 95
1
CHAPTER I
INTRODUCTION
This research is intended to design a set of instructional reading materials
using Interactive models. This chapter discusses the research background,
problem limitation, problem formulation, research objectives, research benefits,
and definitions of terms.
A. Research Background
Reading is one of the most important things to keep up with up-to-date
technology and the latest news. People read books, advertisements,
newspapers, messages and the like. Therefore, reading becomes a learning
media either in schools or outside schools. In other words, reading is needed
everywhere. In school, for instance, reading is used as a media to facilitate
teaching learning activities or to increase the results of academic learning.
Furthermore, reading gives us several advantages to improve our personal
competence. Therefore, we will not be a person who lacks of information.
Reading is very important especially for students to achieve their
academic result. However, teachers often find that students have difficulties in
reading. Reading often makes students feel so bored and sleepy. Looking from
the students‟ behaviour toward reading subject then such question arises. First,
why does that kind of situation appear? Second, why do they feel bored or
There are some factors influencing the learning process toward reading
subject such as reading strategy, vocabularies, passages, types of text, and
students‟ self motivation toward reading itself. Those are the factors that
play important roles in influencing students‟ difficulties toward reading
subject. Based on the researcher‟s experience, when the researcher taught in
SMK BOPKRI 1 Yogyakarta, she found out that it was difficult to teach
reading. The researcher asked the students why they were less motivated
primarily in reading subject. As a result, most of them answered that the
reading strategy was not interesting.
The most common way to comprehend reading passages is finding
difficult vocabulary and searching for the meaning. Therefore, here the
researcher is interested in one reading strategy called Interactive Models.
Interactive Models combine both bottom up and top down models.
Bottom-up model views reading as a process of decoding written symbols into their
aural equivalents in a linear fashion (Anderson, as edited by Nunan, 1999).
Top-down models views one begins with a set of predictions about the
meaning of the text and then selectively samples the text to determine
whether or not one‟s predictions are correct (Anderson, as edited by Nunan,
1999). Here, the researcher would like to design a set of reading
instructional materials using Interactive Models.
Interactive Models combine both bottom-up and top-down models.
Murtagh (1989) stresses that the best second language readers are those who
Furthermore, Nuttal (1996) compares bottom-up processes with the images
of a scientist with a magnifying glass or microscope examining all the
minute details of some phenomenon while top-down processing is like
taking an eagle‟s eye view of a landscape below. Here, bottom-up process is
viewed as a process to get meaning by recognizing the printed letters and
words, and develop a meaning for a text from the smallest textual unit at the
„bottom‟ (letters and words) to larger and larger units at the „top‟ (phrases,
and clauses). Top-down process, however, is viewed as an active reading
process. The readers are to make predictions and find out the information in
which the reader‟s prior knowledge plays a significant role in this process.
Later, both bottom-up and top-down are combined to make the reading
process more effective.
Furthermore, the researcher would like to describe how the Interactive
Models are implemented. For instance, the teacher gives students a passage
and then the teacher provides some questions to develop the students‟
background knowledge which include the important vocabularies from the
text. Next, the researcher provides passages with blank words and alphabets
of some words are eliminated. Then, the students are to find the missing
words and letters, in this case the students apply bottom-up model. In order
to find the missing words and letters, the students have to read the complete
sentences or the whole passages. Here, the students apply top down model.
Therefore, in one passage bottom-up and top down model are combined to
combination of bottom-up and top-down approach, therefore the researcher
would like to design a set of English instructional reading materials using
Interactive Models for the tenth grade students of SMK BOPKRI 1
Yogyakarta.
B. Problem Formulation
Considering the research background, the problems are formulated as follows:
1. How is a set of English instructional reading materials using Interactive
Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta
designed?
2. What does the designed set of English instructional reading materials
using Interactive Models for the tenth grade students of SMK BOPKRI 1
Yogyakarta look like?
C. Problem Limitation
The focus of this research is on designing a set of instructional reading
materials based on Interactive models. This research is limited only to the
tenth grade students of SMK BOPKRI 1 Yogyakarta. This research also limits
itself only in designing a set of English instructional reading materials using
Interactive Models for the tenth grade students of SMK BOPKRI 1
Yogyakarta.
D. Research Objectives
1. To describe how a set of English instructional reading materials for the
tenth grade students of SMK BOPKRI 1 Yogyakarta is designed.
2. To present a set of English instructional reading materials for the tenth
grade students of SMK BOPKRI 1 Yogyakarta.
E. Research Benefits
This research is intended to give benefits for:
1. English Teachers
English teachers of SMK BOPKRI 1 Yogyakarta can use the design to
teach their students or as an alternative material to be taught in class.
2. Students
The designed materials help the students develop their reading ability.
3. Other researchers
They can learn from this thesis how to design a set of English instructional
reading materials, how to select materials that match to the needs of the
tenth grade students of SMK BOPKRI 1 Yogyakarta and how to
reconstruct the materials.
F. Definition of Terms
1. Reading
According to Mitchell (1982: 1), reading can be defined as the ability
to make sense of written or print symbols. Nunan (1991) said that reading
background knowledge to built meaning. In this research, reading means
understanding the meaning of texts or passages in which vocabulary and
reader‟s prior knowledge are taken into account.
2. Strategy
In this research, the term „strategy‟ refers to language learning
strategy. According to Anderson as edited by Nunan (2003, p.77), strategy
can be defined as conscious actions that learners take to achieve desired
goals or objectives. In addition, Cohen (1998, p.68) writes language
learning strategies are the conscious thoughts and behaviour used by
learners with the explicit goals of improving their knowledge and
understanding of a target language. In this research, strategy defines as
series of actions to achieve particular goal in target language.
3. Interactive models
Interactive Models combine bottom-up and top-down model.
Interactive Models combine elements of both bottom-up and top-down
model assuming “that a pattern is synthesized based on information
proposed simultaneously from several knowledge sources”(Stanovich,
2000). In this research, Interactive Models define as a way to combine
vocabularies and reader‟s prior knowledge through reading
comprehension.
4. Bottom-up
Bottom-up model views reading as a process of decoding written
edited by Nunan, 1999). Moreover, according to Swaffar (1991),
bottom-up model focuses on the surface of language features such as letters,
words, and individual sentences in order to understand a reading text. In
this research, bottom up model focuses on the surface of language features
such as letters, words and individual sentences.
5. Top-down
Top-down model views one begins with a set of hypothesis or
predictions about the meaning of the text one is about to read and then
selectively samples the text to determine whether or not one‟s predictions
are correct (Anderson, as edited by Nunan,1999). According to Swaffar
(1991), top down model focuses on students‟ background knowledge in
order to understand a reading text. In this research, top down model
focuses on students‟ background knowledge in order to understand a
8 CHAPTER II
THEORETICAL REVIEW
This chapter discusses the theories underlying this research. There are two
major points of discussion. The first deals with the theoretical description that
covers five main points, namely Kemp’s Model, reading works of literature,
models of reading processes, and Cloze procedure SMK BOPKRI 1 Yogyakarta.
Second, the researcher describes the theoretical framework employed in designing
English instructional reading materials using Interactive Models.
A. Theoretical Description
This part explains the theories related to Kemp’s Model, model of
reading processes called Interactive Model, reading works of literature, and
vocational high school students. The theories related to Kemp’s model help
the process of designing materials and providing an illustration of how the
instructional materials should be presented. The theories related to reading
provide information about the importance of reading skills for the tenth
grade students of SMK BOPKRI 1 Yogyakarta. Next, the theories related to
the model of reading processes called Interactive Models. This section
provides information about what Interactive Model is. Thus, those theories
are discussed as follows.
1. Kemp’s Model
Kemp (1977: 8-9) proposes a program development consisting of eight
interdependent elements. These steps of Kemp’s program development are
as follows:
a) Formulating goals, topics and general purposes
The researcher identifies goals and then lists topic for teaching
learning activities. These goals will be derived from three sources:
society, students and content areas. Topics are chosen in this research
within curriculum areas. For each of these the teacher explicitly
expresses the general statements of purposes to achieve goals.
b) Obtaining learner characteristics
The researcher identifies the important characteristics of the
students for the design. Knowing their characteristics, the teacher
must obtain information about capabilities, needs and interests. This
information should affect the emphasis on instructional planning,
including the determination of topics and the levels at which topics are
introduced, the choice of sequencing objectives, the depth of
treatments and the variety of learning activities.
c) Stating the learning objectives
The researcher identifies the learning objectives to achieve in
terms of measurable students’ behaviour outcomes. All objectives
must be stated in terms of activities that will best promote learning.
and skills will be included in the next instruction and what type of
behaviour will be expected during the evaluation.
d) Listing the subject content
The researcher lists the subject content to support specific
objectives. It is chosen according to learning objectives. Kemp offers
four questions in selecting the subject content: What specifically must
be taught or learned in this topic? What facts, concepts, and principles
relate to this topic? What steps are involved in necessary procedures
relating to this topic? What techniques are required in performing
essential skills?
e) Conducting pre-assessment
The researcher develops pre-assessment to determine the students’
background knowledge. In order to plan the learning activities, Kemp
suggests finding out specifically: to what extent each student has
acquired the necessary prerequisites for studying the topic and what
the student may have already mastered about the subject to be studied.
f) Selecting teaching learning activities and resources
The researcher selects teaching learning methods and instructional
resources that will be most appropriate for accomplishing each
objective through subject content. Kemp argues that there is no
formula for matching activities to objectives. Therefore, the teacher
needs to know the strengths and weaknesses of alternative methods
students’ characteristics and needs that will best serve the objectives
they have established.
g) Coordinating support services
The researcher coordinates the support services that are required to
implement the design plan such as budget, facilities, equipment, and
schedules.
h) Conducting evaluation survey
The researcher makes the evaluation of students’ learning.
Evaluation is needed to control and decide the results of the design
that has been constructed. The teachers are ready to measure the
learning outcomes relating to the objectives that indicate what
evaluation should be. By stating them clearly, teachers have assured
measuring directly what they are teaching. According to Kemp, the
plan is flexible. There is interdependence among the eight elements;
decisions relating to one may affect others. The planners may begin
any step then move back and forth to another steps. The sequence and
order are the planner’s choice. However, they should eventually treat
most of the eight.
i) Revising the materials
Figure 2.1: Kemp’s Model of Instructional Development (1977: 8-9)
2. Reading
Reading is a fluent process of readers combining information from a text
and their background knowledge to build meaning (Anderson, as edited by
Nunan, 2003). To achieve the goal of reading comprehension, good readers
need to know what to do when they encounter difficulties. Anderson, as
edited by Nunan (2003: 68) states that strategic reading is defined as the
ability of the readers to use a wide variety of reading strategies to
accomplish a purpose for reading. In addition, fluent reading is defined as
the ability to read at an appropriate rate with adequate comprehension
(Anderson, as edited by Nunan, 2003: 68). Therefore, to comprehend text
readers need to integrate background knowledge with the literary text to Goals, topics
and general purposes
Learner characteristi c
Learning objectives
Subject content
Pre- assesment Teaching
learning activities Support
services
Evaluation
create the meaning. To achieve the goal, the researcher uses Interactive
Models in designing the reading materials.
In addition, the researcher takes many sources to develop the reading
materials such as magazines, folk tales, newspaper, and other interesting
books as long as it is relevant for the tenth grade students of SMK BOPKRI 1
Yogyakarta and also relevant to the requirement that students should achieve
to develop students abilities in reading. Again, the reading materials do not
limit to such materials that are taken from newspaper, literary works and so
on. Moreover, the topics that are chosen are interesting for the students at
that age.
The materials are divided into three sections: pre-reading activities,
whilst reading activities, and post-reading activities. In the first part,
pre-reading activities, the students are to answer some questions before they read
the reading texts. The researcher provides some questions in which the
questions are to develop the students’ background knowledge. A reader’s
background knowledge can influence reading comprehension (Carrell, 1983;
Carrell and Connor, 1991). However, in those questions involved the
important vocabularies that should be understood by underlining the words.
Levine and Reves (1990) have found that “it is easier for the reader
academic texts to cope with special terminology than with general
vocabulary” (p. 37). The second is whilst reading activities. Here, the
provided. The third is post-reading activities; here the students are to answer
some questions after discussing the text.
The materials involved in pre-reading activities aim to exploit the
reader’s background knowledge. Whilst reading activities aim to make the
students comprehend the reading passages by obtaining information in the
passages easier. Guessing is primarily needed here to reduce students’
dependence on a dictionary. Post-reading activities is purposed to remind
what the students have learned so far.
3. Models of Reading Processes
There are three models in reading processes: interactive models,
bottom-up, and top-down. The researcher uses interactive model to be used as a
basis in designing the materials.
a. Interactive Models
The Interactive models combine elements of bottom-up and top-down
models assuming that “a pattern is synthesized based on the information
provided simultaneously from several knowledge sources” (Stanovich,
2000: 22). Therefore, word recognition need to be fast and efficient,
however background knowledge is the major contributor to text
understanding as an inference and predicting what will come next in the text.
An interactive approach to reading would include aspects of both intensive
passages to teach specific reading skills and strategies explicitly. Moreover,
they need to be encouraged to read longer texts without an emphasis on
testing their skills.
Reader background knowledge
Individuals’ letters and sounds
Figure 2.2: Interactive approach to Reading (Anderson, as edited by
Nunan, 2003)
Rumelhart views that the reader makes use of whatever strategies are
needed at a given time (Pehrrson and Robinson, 1985: 6). The reader might
place semantic or syntactic strategies but when necessary will emphasize
visual or auditory strategies. As a consequence, when the text is difficult to
understand and is not highly predictable, a reader tends to read it more
slowly and make greater use of the information.
Out of those models above, Mitchell (1982: 2-3) argues that it is likely
that different people read in different ways. Thus, the strategy depends on
the response they make to the text. Gibson and Levin (1975: 438) state that:
A skilled reader is very selective. Sometimes he skims, sometimes he skips and sometimes he concentrates. He plans his strategy ahead, suiting it to his interests, to the materials and to his purpose, which may entertainment, searching the wants for job, reading someone else’s text while typing it, cramming for a quiz, completing a Double-Crostic, to name but few of a million or so possibilities.
Furthermore, the researcher would like to describe how the Interactive
Model is implemented. For instance, students are given a passage, and then
the teacher provides some questions in which the questions are to develop
the students’ background knowledge. However, in those questions involved
the important vocabularies that should be understood by underlining the
words. Next, the researcher provides passages in which alphabets of some
words are eliminated. Then, the students are to find the missing words, in
this case the students apply bottom-up model. In order to find the missing
words the students have to read the complete sentences or the whole
passages. Here, the students apply top down model. Therefore, in one
passage bottom-up and top down model are combined to make the students
understand the passages effectively.
b. Bottom-up model
Bottom-up model consists of lower level reading process. The lower
processes represent the more automatic linguistic process and viewed as
more skill oriented. Bottom-up model suggests that all reading follows a
mechanical pattern in which the reader creates reader piece-by-piece mental
translation of the information in the text, with little interference from the
reader’s background knowledge. Readers start with the fundamental basic
letters and sound recognition, which in turn allow for morpheme
recognition, followed by word recognition, building up to the identification
of grammatical structures, sentences and longer texts. Gaugh cited by
The process begins when a reader look at each letter, produces an equivalent phoneme (sound) for each grapheme (written symbol that represent a phoneme), synthesizes these into words and eventually deals with the syntactic structure (sentence, etc) and meaning intended by the researcher.
When a reader comes to unknown words, he or she can sound out the
word because of the knowledge of the individual units that make up the
word. The blending together of the various sounds allows the reader to move
toward the comprehension.
Comprehension
Figure 2.3: Bottom-up model (Anderson, as edited by Nunan, 2003)
From the process above, the reader employs strategies in the following
orders: visual (look at print), auditory (ascertain sounds) and syntactic
(synthesizes words into sentence). Moreover, Swaffar (1991) states that
there are some factors influencing the relationship between textual meaning
and reader processing. Those factors are as follows.
Bottom-up factors: text and reader
a) Illustrative detail (micropropositions).
b) The surface language features of the text in letters, words, and
individual sentences
c) Reader language proficiency.
In addition, bottom-up model includes microskills criteria for reading
comprehension. As stated by Brown (2004: 187), those microskills criteria
1. Discriminate among the distinctive graphemes and orthographic patterns
of English.
2. Retain chunks of language of different lengths in short-term memory.
3. Process writing at an efficient rate of speed to suit the purpose.
4. Recognize a core of words, and interpret word order, pattern and their
significance.
5. Recognize grammatical word classes (nouns, verb, etc.) systems (e.g.,
tense, agreement, pluralization), patterns, rules, and elliptical forms.
6. Recognize that a particular meaning may be expressed in different
grammatical forms.
7. Recognize cohesive devices in written discourse and their role in
signalling the relationship between and among clauses.
c. Top down model
Top-down model begins with the idea that comprehension resides in the
reader. They assume that reading is primarily directed by reader goals and
expectations. The reader uses the background knowledge, makes
expectations and searches the text to confirm or reject the expectations they
have made. The mechanism by which a reader would generate expectation is
not clear, but a general monitoring mechanism may create these
expectations.
Reading begins with Reader’s background knowledge
According to Godman as cited by Pehrrson and Robinson (1986: 6), in
this model the readers use strategies on the following orders: semantic
(predict meaning), syntactic (generate anticipated language possibilities to
structure meaning and visual in combination with auditory (confirm
expectation). Moreover, Swaffar (1991) states that there are some factors
influencing the relationship between textual meaning and reader processing.
Those factors are as follows.
1) Top down factors: reader
a) Reader background knowledge (semantic knowledge).
b) Reader perspectives (reading strategies).
2) Top down factors: text
a) Text schema (topic).
b) Text structure (organizational pattern of the information).
c) Episodic sequence (scripts or story grammar).
In addition, top down model includes macroskills criteria for reading
comprehension. As stated by Brown (2004: 187), those macroskills criteria
are as follows.
1. Recognize the rhetorical forms of written discourse and their
significance for interpretation.
2. Recognize the communicative functions of written text, according to
form and purpose.
4. From described events, ideas, etc., infer links and connections
between evens, deduces causes and effects, and detect such relations
as main idea, supporting idea, new information, given information,
generalization, and exemplification.
5. Distinguish between literal and implied meaning.
6. Detect culturally specific references and interpret them in a context
of the appropriate cultural schemata.
7. Develop and use a battery of reading strategies, such as scanning,
and skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of
the texts
4. Cloze Procedure
To design the reading instructional materials, the researcher used cloze
tasks procedure. Cloze procedure was one of the most popular of reading
assessment task. Brown says:
“The word cloze was coined by educational psychologists to capture the Gestalt psychological concept of “closure,” that is the ability to fill in gaps in an incomplete image (visual, auditory, or cognitive) and supply (from background schemata) omitted details.”
Cloze Tasks aimed to help the students understand passages and dialogs
effectively. Moreover, cloze tasks made the text more interesting to read.
There were many variations in Cloze Procedure named fixed-ratio deletion,
rational deletion, C-test procedure and cloze elide procedure. Those five
a. Fixed-ratio deletion
Typically, every seventh word (plus or minus two)is
deleted.
e.g:
The recognition that one’ feelings of (1)_________ and unhappiness can coexist much like (2)_______ and hate in a close relationship (3)__________ over valuable clues on how to (4)_________a happier life.
Taken from Language Assessment Principles & Classroom Practice
b. Rational deletion
Typically, the words are deleted according to the
grammatical or discourse functions of the words.
e.g:
c. C-test procedure
In the C-test, the second half (according the number of
the letters) of every other words is obliterated and the test taker
must restore each word (Braley & Raatz, 1984;
Klein-Braley, 1985; Dornyei & Katona, 1992).
The recognition that one’ feelings (1)______ happiness (2)_____ unhappiness can coexist much like love and hate (3)_______ a close relationship may over valuable clues (4)______ how to lead a happier life.
e.g:
d. Cloze-elide procedure
In cloze-elide procedure, the words that don’t belong are
inserted.
e.g:
The recognition that one’ feelings of happiness and unhappiness can under coexist much like love and hate in a close then relationship may over valuable clues on how to lead a happier with life.
Taken from Language Assessment Principles & ClassroomPractice
5. SMK BOPKRI 1 Yogyakarta
SMK BOPKRI 1 is located in Yogyakarta. This school was built on
January 19, 1967. SMK BOPKRI 1 Yogyakarta has a good physical
environment for teaching learning process. This school is surrounded by
high hedge in which it makes the students feel safe and protected. Moreover,
the location of the school is very strategic since it is near the main road, a
supermarket, a hospital, and the complex of Gajah Mada University.
Therefore, it will be easier for the students to get their needs. Moreover, the The recognition th_ _ one’ feel_ _ _ _ of happ_ _ _ _ _ and unhapp_ _ _ _ _ can coe_ _ _ _ much li_ _ love a_ _ hate i_ a cl_ _ _ relati_ _ _ _ _ _ may ov_ _ valuable cl_ _ _ on h_ _ to le_ _ a hap_ _ _ _ life.
school has sufficient facilities to support teaching learning process such as
library, computer laboratory, and a room for typing practice. Sure, the
laboratory would much support the students to develop their computer
ability.
There are six classes in SMK BOPKRI 1 namely 1 Akutansi/AK
(accounting class), 1 Administrasi Perkantoran/AP (administration class), 2
AK, 2 AP, 3 AK, and 3 AP. All the six classes are in the ground floor and
the upstairs floors are used for computer laboratory and typing room. In
addition, there is also a teacher room, a Tata Usaha/TU (administration
room), counselling room, and an Usaha Kesehatan Sekolah/UKS room.
The students in SMK BOPKRI 1 are 80% girls. Only 20% of them are
boys. The teaching learning process begins from 07.15 a.m up to 01.10 p.m.
In addition, some rules are made not only for the sake of students but also
the teachers to make the teaching learning process run well.
The materials to be taught must be suitable for the learners’ level since
vocational school students come to their critical age to learn. For
maximizing their critical age, peer group would help them come to activate
their prior knowledge and share their opinion to others. By doing so, they
are hoped to be mature in receiving critic or opinion from others.
According to Hamacheck (1980), there are six important functions of
peer group. First, the students receive more objective feedback from other
member of the group rather than from their parents. Second, peer group is a
students have the sense of being important to someone outside the family
unit. Fourth, peer group protects the students from coercion that adults are
likely to impose on young people. Fifth, peer group gives opportunity to
practice by doing. The last one, peer group provides and offers an important
source of feedback. Feedback from their peers is somewhat more objective
and honest, that helps them to find the right way on how to present
themselves to others and how they feel about themselves (Hamacheck, 1990:
117-120).
2. Theoretical Framework
In this research, the researcher tries to develop a set of instructional
reading materials that are suitable for the students’ need and interest for the
first semester of first grade vocational school students.
Here, the researcher uses Interactive Models as the basis for designing
the instructional materials. Interactive model combines elements of both
bottom-up and top-down models. In other words, the vocabulary and
learners’ background knowledge were combined to make the students
comprehend the passages easier. It is believed those successful learners are
those who successfully cover both bottom-up and top-down model. The
researcher hopes by using Interactive Model the learner will be easier to
comprehend and understand the materials.
In addition, the researcher adapts Kemp’s model to design the
instructional reading materials. Here, the researcher considers that Kemp’s
reading. Those steps have sequenced steps that help the researcher in
designing the materials. Some selected steps to be used to design the reading
materials are as follows.
a. Obtaining Learner Characteristics. The researcher identifies the
important characteristics of the students for the design. Knowing
their characteristics, the teacher must obtain information about
capabilities, needs and interests. This information should affect the
emphasis on instructional planning, including the determination of
topics and the levels at which topics are introduced, the choice of
sequencing objectives, the depth of treatments and the variety of
learning activities.
b. Formulating goals, topics and general purposes. The researcher
identifies goals and selects topic for developing the materials in
which KTSP curriculum and the result of need analysis are chosen as
a basis.
c. Stating the learning objectives. All objectives must be stated in terms
of activities that will best promote learning. Its purpose is to tell the
students: what goals they must attain, what ideas and skills will be
included in the next instruction and what type of behaviour will be
expected during the evaluation.
d. Listing the subject content. What specifically must be taught or
learned in this topic? What facts, concepts, and principles relate to
required in performing essential skills? Those are four questions in
selecting the subject content.
e. Selecting teaching and learning activities. The researcher selects
teaching learning methods and instructional resources that will be
most appropriate for accomplishing each objective through subject
content. Kemp argues that there is no formula for matching activities
to objectives. Therefore, the teacher needs to know the strengths and
weaknesses of alternative methods and of various materials. They
can make their selection in terms of students’ characteristics and
needs that will best serve the objectives they have established.
f. Conducting evaluation survey. The researcher makes the evaluation
of students’ learning. Evaluation is needed to control and decide the
results of the design that has been constructed. The teachers are
ready to measure the learning outcomes relating to the objectives
that indicate what evaluation should be. By stating them clearly,
teachers have assured measuring directly what they are teaching.
According to Kemp, the plan is flexible. There is interdependence
among the eight elements; decisions relating to one may affect
others. The planners may begin any step then move back and forth to
another steps. The sequence and order are the planner’s choice.
However, they should eventually treat most of the eight.
g. Revising the materials
Figure 2.5: The Adapted Instructional Design Model Obtaining learners’
characteristics
Formulating goals, topics, and general purposes
Listing the subject contents
Conducting evaluation survey Stating the learning objectives
Selecting teaching learning activities and resources
28 CHAPTER III
METHODOLOGY
This research is intended to design instructional reading materials using
Interactive models. This chapter discusses methods, research respondents,
research instruments, data gathering techniques, data analysis techniques as well
as research procedures.
A. Research Method
This research used Educational Research and Development (R & D)
theories as a basis in conducting the research. Borg and Gall (1983) stated that
Educational Research and Development (R & D) is a process used to develop
and validate educational products. Here, the researcher adapted Kemp’s Model
as the realization of R&D. The figure of the adapted model is as follows.
Figure 3.1 The Adapted Instructional Design Model Obtaining learners’
characteristics
Formulating goals, topics, and general purposes
Listing the subject contents
Conducting evaluation survey Stating the learning objectives
Selecting teaching learning activities and resources
Revising the materials
Conducting research and information collecting
Developing preliminary form of product
Conducting planning
Conducting preliminary field of testing
Some steps in educational research and development (R & D) theories
were as follows.
1. Conducting Research and Information Collecting.
The researcher was to find out the learners’ need by interviewing
vocational school teachers and distributing questionnaires for the tenth
grade students of SMK BOPKRI 1 Yogyakarta. In Educational Research
and Development (R & D) theory, there were two kinds of information
that should be collected in this research, first is information about the
theories and second is information about the learners. They were explained
as follows.
a. Collecting Information about the Theories
In the review of literature, the researcher was to find out references
and information as the basis for this research by conducting library
research. Here, the researcher studied KTSP (Kurikulum Tingkat Satuan
Pendidikan) since the indicators were used to design a set of instructional
reading materials. Moreover, the researcher collected the information from
book sources and theses. In accordance with this research, the researcher
tried to collect the theories related to the tenth grade students of SMK
BOPKRI 1 Yogyakarta, reading work of literature and Interactive Models
theories.
b. Collecting Information about the Learners
In order to find out the learners’ needs, the researcher used
questionnaires for the tenth grade students of SMK BOPKRI 1Yogyakarta.
Moreover, the researcher needed support and opinion from other
resources. Therefore, the researcher interviewed two English teachers of
SMK BOPKRI 1 Yogyakarta to obtain the information. The researcher
carried out informal interview with the respondents. Therefore, the
researcher was able to determine and design the reading materials that
were appropriate for teaching reading through Interactive Models.
2. Conducting Planning
The researcher was to make a syllabus and develop materials based
on the information collected in the previous step. Moreover, the researcher
intended to develop instructional reading materials using Interactive
Models as the strategy to help the students comprehend reading passages
effectively. Besides, the estimation of money, manpower and time were
important factors that should be considered to develop the product.
3. Developing Preliminary Form of Product
The researcher developed the instructional reading materials based
on Interactive models. In addition, the researcher also made the syllabus
and learning activities that were used in many reading topics. After
collecting the information from the interview and questionnaire
distribution, the researcher developed the reading materials based on the
result of data analysis. The materials contained many interesting passages
and dialogs that were suitable for the tenth grade students of SMK
However, the most important thing was the design of reading materials
were based on Interactive models.
4. Conducting Preliminary Field Testing
Here, the second type of questionnaires was distributed for the
second time for two English teachers of SMK BOPKRI 1 Yogyakarta, one
English teacher of SMK N 4 Klaten and two English lecturers of Sanata
Dharma University. Therefore, the data gathered from the questionnaires
were to be analyzed, and then the data were used to revise and improve the
designed materials.
5. Presenting Main Product Revision
After gathering the result from the Preliminary Field Test and
Product Revision Step, the researcher revised the designed materials. The
last revised of the designed materials were presented as the last version of
the reading materials.
B. Research Participants
In conducting the study, the researcher needed some respondents. There
were two groups of respondents in this research. The first respondents were
the tenth grade students of SMK BOPKRI 1 Yogyakarta. The second
respondents were two English teachers of SMK BOPKRI 1 Yogyakarta, one
English teacher of SMK N 4 Klaten and two English lecturers of Sanata
1. Conducting Research and Information Collecting
The respondents of the interview were English teachers in SMK
BOPKRI 1 Yogyakarta since they usually use some strategies in teaching
learning especially in reading class. Here, the researcher was to obtain
information about teachers’ strategies that had been done so far. In
addition, the researcher distributed questionnaires for the tenth grade of
SMK BOPKRI 1 Yogyakarta. The reason for choosing the tenth grade
students of SMK BOPKRI 1 Yogyakarta was that the students of that age
came to their critical age to learn. In other words, the students start to
think of something in a critical way.
2. Conducting Preliminary Field Testing
In this step, the respondents were two English teachers of SMK
BOPKRI 1 Yogyakarta, one English teacher of SMK N 4 Klaten, and
two English lecturers of Sanata Dharma University since they
experienced in making such materials very often. Therefore, they were
able to decide the appropriate learning materials for the students.
C. Research Instruments
There were two kinds of instruments to be used to obtain the data in this
research, first was interviews and the second was questionnaires.
1. Interviews
According to Ary et al (1979: 175), there were two types of
unstructured interviews. Here, the researcher chose the second one since
the answer needed will be in the form of information about the
respondents’ views, opinions, and attitudes. Moreover, this interview
was done informally.
The purpose of this interview was to obtain information about the
students’ interests, needs, and lacks. The interview was done by
interviewing two English teachers of SMK BOPKRI 1 Yogyakarta.
2. Questionnaires
There were two types of questionnaires (Ary et al.: 1979) namely
structured or closed form and unstructured or open form. The closed
form items were used to help the respondents fill the questionnaires
easier since the answers of the questions were available. The open form
items were used to get more information from the respondents because
they were permitted to answer freely. Here the researcher chose semi
structured form items since the respondents were allowed to choose
more than one answer.
After designing the materials, the second questionnaire was
distributed for the second time in a form of closed-ended question. The
questionnaires were for two English teachers of SMK BOPKRI 1
Yogyakarta and one English teacher of SMK N 4 Klaten. The result of the
questionnaires was to evaluate the designed materials whether the
D. Data Gathering Techniques
There were several steps to find out the learners’ need for designing the
materials. First, the researcher distributed the questionnaires for the tenth
grade students in SMK BOPKRI 1 Yogyakarta. The questionnaires contained
several questions related to their interest and difficulties in learning reading
subjects. The purpose of distributing the questionnaires was that the researcher
knew the problem emerge in learning reading subject. The researcher asked
the students several questions about how they learned English especially
reading, and their difficulty in understanding passages for knowing that there
were problems in reading subject. Therefore, the researcher knew how to
overcome the problem.
Second, the researcher interviewed vocational school English teachers in
which the content is about the teachers’ difficulties in teaching particularly in
teaching reading. Learning from teachers’ experience was valuable to know
the reality happen in teaching-learning process. Therefore, through the
distribution of questionnaires and interview, the researcher knew the weakness
and strength in teaching reading and the reason why the students mostly had
difficulties in learning reading subjects.
The next step was Preliminary field testing questionnaires. The data
gathered from questionnaires and interviews were analyzed. The results of the
Therefore, the researcher was able to design appropriate materials for
students’ needs.
E. Data Analysis Techniques
According to Bogdan and Biklen (1982:145), data analysis was the
process of searching and organizing the accumulated data in order to increase
our understanding of the data and to enable us to present the findings to
others. In this research, the research collected the data by interviewing two
English teachers of SMK BOPKRI 1 Yogyakarta and distributing
questionnaires for the tenth grade students of SMK BOPKRI 1 Yogyakarta.
Several steps that were done in data analysis were as follows.
1. Interview
The researcher conducted an interview with the teachers concerning
about the difficulties in teaching reading subjects. The information
obtained from the teachers through teachers’ answer then was used as a
basis for designing the instructional materials.
2. Questionnaire
In this research, the data gathered from the questionnaires represented
the students’ need, interest and lacks toward reading subjects. The
researcher used closed-ended question type of questionnaires since the
answer were already available, therefore, the answer were able to be
counted easily. For instance, the researcher asked the students whether
students answered no and 60 % of the students answered yes. The
percentage showed that most of the students have any difficulty in
reading subject. Then the 60% are to be used as a basis to design the
materials. Here, the researcher tried to design materials that make the
students understand passages, dialogs, effectively. Then, the results of
questionnaires were used to design appropriate materials for students.
Next, the data collected from the questionnaires were counted. The
researcher used descriptive statistics for analyzing the data. One of the
ways to count the data was by using Central Tendency formulation.
Central Tendency was the tendency of a set of numbers to cluster around a
particular value. Here, the researcher used Mean, Median, and Mode.
The mode, median, and mean were derived from the analysis of the
data from the evaluation questionnaires. Students’ answers were counted
to find the average values of the questionnaires as a basic of students’
needs. The assessment of the respondents’ opinion of the designed
materials used five points of agreement:
Table 3.1 The presentation of assessing respondents’ opinion using Likert Scale
The data were presented in the form of table as follows.
Points of Agreement Meaning
4 Strongly agree
3 Agree
2 Disagree
