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D design appiled i n ) 1 ( : e r e w s p e t s e h T . D & R f o s p e t s e v if n i d e n i b m o c h c i h w h c r a e s e r s i h t ) 2 ( , y e v r u s s d e e n g n it c u d n o c s a w p e t s s i h t , g n it c e ll o C n o it a m r o f n I d n a h c r a e s e R g n it a t s , s e s o p r u p l a r e n e g d n a , s c i p o t ,l a o g e h t g n it a t s f o s t s i s n o c h c i h w g n i n n a l P h
t e learning objecitves , and selecitng the subjec t contents , (3 ) Developing , s e it i v it c a g n i n r a e l g n i h c a e t e h t g n it c e l e s s a w h c i h w t c u d o r P f o m r o F y r a n i m il e r P n i a M g n i s i v e R ) 5 ( , n o it a u l a v e s l a ir e t a m s a w h c i h w g n it s e T d l e i F y r a n i m il e r P ) 4 ( e r s a w h c i h w t c u d o r
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n o it a m r o f n i d n a h c r a e s e r e h t h g u o r h t d e n i a t b o a t a d e h t , h c r a e s e r s i h t n I e r e w a t a d e h T . s l a ir e t a m e h t p o l e v e d o t s i s a b e h t s a d e v r e s e r e w p e t s g n it c e ll o c m o r f e ri a n n o it s e u q d n a a y a j n a S K M S f o r e h c a e t h s il g n E e h t h ti w w e i v r e t n i m o r f h
t estudent so fSMK Sanjaya .The data from t he student swere calculated using d e t c u d n o c r e ti r w e h t , s l a ir e t a m e h t g n i n g i s e d r e tf A . s i s y l a n a a t a d e v it a ti t n a u q h s il g n E m o r f s l a ir e t a m d e n g i s e d e h t n o n o it a u l a v e n i a g o t n o it a d il a v t r e p x e P a y a j n a S K M S f o r e h c a e
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N O I T C U D O R T N I .I R E T P A H C
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ii x
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
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n i d e e n y e h t n o it a m r o f n i h c u m e k a t n a c e l p o e p g n i d a e r y B . s e d u ti tt a d n a s t p e c n o c
. e fi l ri e h t
n g i e r o f r o d n o c e s s a h s il g n E r o f l li k s l a it n e s s e s i g n i d a e r , r e v o e r o M
a
l nguage (ESL /EFL )students . tI srole i simpo tran tin language acquisiiton .
o t ,s r e d a e r d o o g e m o c e b o t y a w a e b n a c g n i d a e r t a h t s e u g r a ) 3 2 : 1 8 9 1 ( n e h s a r K
o t , y r a l u b a c o v r e t s a m o t , e l y t s g n it ir w d o o g a p o l e v e
d maste rgrammar ,and to
e m o c e
b goods peller .s hT erefore,r eadingpracitcei nSMKi sneeded.
Reading i s very impo tran ;t i t canno t stand alone wtihou t grammar .
t o n l li w e r e h t t a h t o s e c n e t n e s y r e v e f o g n i n a e m e h t y e v n o c o t d e d e e n s i r a m m a r G
g n i d a e r h g u o r h t y l e v it a r g e t n i t h g u a t s i r a m m a r G . n o it a c i n u m m o c s i m e
b .I ti s
s t n e d u t s K M S r o f t n a tr o p m
i to understand gramma rbecause they should know
t c u rt s e h t d n a t s r e d n u d n
a u re and meaning o fthe sentence sin orde rto face the
m a x E l a n o it a
N inaiton.
n a , r e v e w o
H observaiton in SMK in Yogyakatraconducted by t he wrtie r
, n o it i d d a n I . y p e e l s d n a d e r o b l e e f s t n e d u t s e d a m s e m it e m o s g n i d a e r t a h t d e w o h s
d e w e i v r e t n i o s l a s a h r e ti r w e h
t a teache ro fSMK SANJAYA Pakem abou tthe
o n o it a u ti
h c a e t o t e m it e h
t gramma rwhich someitme suse sreading tex ta sthe mateirals .
s s a l c e h t t a h t s w o h s w e i v r e t n i s i h t f o t l u s e r e h
T o tfen makes t hestudent sbored.
e h
T wrtie rwantsto make t hemateiral sfo rEngilsh class t o be moreeffecitvet o
. d e r o b t e g t o n l li w s t n e d u t s e h t y ll u f e p o h y a w s i h t y b e s u a c e b e s u
, n o it a u ti s s i h t n
I the teache rshould be proacitve in ifnding interesitng
. d e t a v it o m s t n e d u t s e h t e k a m o t s l a ir e t a
m B eoth t h gramma rmateirals da n some
d e s a b r a m m a r
g reading are given by the teacher .Thi sidea i ssuppo tred by the
r e t n i r o f d e e n a s i e r e h t t a h t d e t a t s o h w m e k a P A Y A J N A S K M S f o r e h c a e
t esitng
s l a ir e t a
m . In orde r to provide interesitng and relevan t mateirals , the wrtie r
f o e s u e h t s e s o p o r
p gramma rbasedreadingmateirals. Thi skindo fapproach also
n i a m o w t e r a e r e h t y ll a u t c A . r a m m a r g n i y ll a i c e p s e , g n i n r a e l e v it c u d n i h ti w e m a s
a c it e r o e h
t lapproaches;they arededucitveapproach andi nducitveapproach .The
e h t e li h w , h c a o r p p a e v it c u d e d e h t s i ,s e ir o e h t o w t e h t f o l a n o it i d a rt e r o
m emerging
y r o e h t n r e d o m e r o m d n
a ist hei nducitveapproach. I n1995 ,Goner ,Ph liilps ,and
, d e t o n s r e tl a
W “The inducitve approach represent s a more modern style o f
e h t o t d e t n e s e r p e r a s e l u r r o s e r u t c u rt s l a c it a m m a r g w e n e h t e r e h w g n i h c a e t
e g a u g n a l l a e r a n i s t n e d u t
s context” (p.135) .The student slearn the use o fthe
n o c n i e g a u g n a l e h t f o e c it c a r p h g u o r h t e r u t c u rt
s text ,and late rreailze the rule s
.s e l p m a x e l a c it c a r p e h t m o r f
s y a s ) 5 8 9 1 ( n e h s a r
K thatt wo-wayi nteracitonsi saparitcula rgood way i n
l a n o it i d d a n i a t b o o t s t n e d u t s s e l b a n e t i e s u a c e b t u p n i e l b i s n e h e r p m o c a g n i d i v o r p
e b o t s a h g n i n a e m n e h w t u p n i d e t s u j d a n a y ll a m it p o d n a n o it a m r o f n i l a u t x e t n o c
o s f o e s u a c e b d e t a it o g e
s i s s a l
c akindoft wo-wayi nteraciton .Taski nvolve sstudentsi nt eachingl earning
e r o m e b l li w m o o r s s a l c e h t e r o f e r e h T . s s e c o r
p interacitve .Nunan( 2004)saystha t
k s a
T -Based Learning (TBL )reile sheavliy on learners ’involvemen tand thei r
o L B T . e g d e l w o n k d lr o
w ffer sa change from gramma rpracitce rouitnest hrough
. e t a c i n u m m o c o t n r a e l o t d e li a f y l s u o i v e r p e v a h s r e n r a e l y n a m h c i h
w Thati swhy
s i h t , L B T e s u r e ti r w e h
t kindo fteachingl earninggivesthes tudent smorechance s
p m i n a c o s l a s t n e d u t s e h T . e v it c a e b o
t rove thei rablitiy to understand the
m a x E l a n o it a N e h t g n ir a p e r p n i y ll a i c e p s e , e s u e g a u g n a
l inaiton.
t r e d r o n
I ohelp t het eache rmaket het eachingl earning processinteresitng
, e l b a y o j n e d n
a thewrtie rmadease to fgramma rfocusedreadingmate irals .These
s l a ir e t a
m arei ntended f ort hesecond gradestudent so fSMK SANJAYA Pakem .
s e s o p p u s s l a ir e t a m f o t e s s i h
T toeaset hem i n l earninggramma rthroughreading .
Thedesigne d mate iral swli lprovide moreinteresitng ,challenging ,andbeneifcia l
t ,s l a ir e t a
m eachingl earningacitviite ,st askandt echniquethantheyhad before.I n
d e n g i s e d r e ti r w e h t , y d u t s s i h
t a se to fgramma rfocused reading mate irals.
e r a g n i d a e r d n a r a m m a r
G loosely related to each othe rbecause in reading tex t
. s r a m m a r g y n a m o s e r a e r e h
t Through reading someone learn sgramma rin ti .
e g d e l w o n k r a m m a r g e r o m e h t , e r o m s d a e r e n o e m o s n e h
W they wli l get .
r a m m a r g n g i s e d o t d e e n a s i e r e h t , e r o f e r e h
T focused reading mateiral susing
k s a
t -basedl earningf ort hesecondgradestudentsi nordert ohelpt hemi nl earning
. y li s a e h s il g n E
d e v r e s b o s a h r e ti r w e h t e s u a c e b n e s o h c s i m e k a P A Y A J N A S K M S n e h T
a h t y ti v it c a f o d n i k s d e e n r e h c a e t e h t d n a l o o h c s s i h
n o it n e tt
a andt hes tudent sneedmore itmet ol earnEngilsh,s ot hatt hes tudentscan
e h t , e r o f e r e h T . r e h c a e t e h t y b d e s u e b n a c s l a ir e t a m e h T . l a o g g n i n r a e l e h t e v e i h c a
r a m m a r
g focusedreadingmate iral scanhelpt het eacher.
.
B ProblemFormula iton
ir w e h t , d n u o r g k c a b h c r a e s e r n o d e s a
B te r formulate s the following
s m e l b o r p h c r a e s e
r :
.
1 Howi sase tofgrammarf ocused reading mate iral susing t ask-based l earning
? d e n g i s e d m e k a P A Y A J N A S K M S f o s t n e d u t s e d a r g d n o c e s e h t r o f
.
2 Wha tdoest hedesignedse to fgrammarfocused readingmate iral susingt ask
-g n i n r a e l d e s a
b fort hesecondgradestudent so fSMKSANJAYA Pakeml ook
? e k il
.
C ProblemLimtia iton
d e ti m il s i h c r a e s e r s i h
T to provide t he sutiablegramma rfocused reading
m e k a P A Y A J N A S K M S f o s t n e d u t s e d a r g d n o c e s e h t r o f s l a ir e t a
m in semeste r
o w
t .In thi sresearch ,the wrtier focused on how to design a se to fgramma r
d e s u c o
f reading mateiral sfo rsecond gradestudent so fSMK SANJAYA Pakem
. s l a ir e t a m d e n g i s e d e h t t n e s e r p o t d n
a Thewrtie rpresente dthemate iral sbasedon
k s a
T -BasedLearningmethodt ha tgivet hes tudent smoreoppo truntiyt opracitce.
.
D ResearchObjecitve
m e l b o r p e h t n i d e t a t s s n o it s e u q e h t r e w s n a o t d e t c u d n o c s i h c r a e s e r s i h T
.
1 Find ou thow a se tof gramma rfocused reading mateiral susing task-based
g n i n r a e
l fort hes econdgrades tudent so fSMKSANJAYAPakemdesigned.
.
2 Presen tthe designed se tof gramma rfocused reading mateiral susing task
-A Y A J N A S K M S f o s t n e d u t s e d a r g d n o c e s e h t r o f g n i n r a e l d e s a
b Pakem.
.
E ResearchBeneftis
s i h t f o s tl u s e r e h
T research areexpected t ob irng valuablecontirbuiton t o
g n i h c a e t e h t h ti w n r e c n o c o h w e l p o e p e h
t -learning proces so fEngilsh l anguage .
. y d u t s s i h t m o r f ti f e n e b t h g i m o h w e s o h t e r a g n i w o ll o f e h T
.
1 EngilshTeacherso fSMKSANJAYAPakem
r e h c a e t h s il g n
E s fo SMK SANJAYA Pakem can use the designed
d e s u c o f r a m m a r
g reading mateiral s a s atlernaitve mateira l in teaching thei r
. m o o r s s a l c e h t n i n o it a u ti s g n it s e r e t n i e t a e r c o t m e h t p l e h n a c y d u t s s i h T . s t n e d u t s
o s l a t
I help s them to improve thei r techniques ,srtategies ,and creaitvtiy in
. h s il g n E g n i h c a e t
.
2 SecondGradeStudentso fSMKSANJAYAPakem
y ti li b a r i e h t e v o r p m i o t s t n e d u t s e h t r o f l a i c if e n e b e h t e b l li w l a ir e t a m s i h T
h d l u o w s l a ir e t a m d e n g i s e d e h T . h s il g n E n
i elpt hemt odevelopt heris k li landgive
. n o it a u ti s e l b a y o j n e n i r e tt e b h s il g n E n r a e l o t y ti n u tr o p p o e r o m m e h t
.
3 FutureResearchers
r o f e c n e r e f e r a s a d e s u e b y a m h c r a e s e r e h t f o t l u s e r e h
T futureresearcher s
c i p o t e h t o t d e t a l e r h c r a e s e r t c u d n o c o
abou tdesigning a se to fgramma rfocused reading mateiral susing task based
.s t n e d u t s e d a r g d n o c e s r o f g n i n r a e l
.
F De ifniitono fTerms
.
1 Design
s e n if e d o s l a g n i n g i s e
D a sthe proces so fcreaitng a new se to fmateiral s
s r e n r a e l r a l u c it r a p f o a e r a t c e j b u s s e if i c e p s d n a s e v it c e j b o g n i n r a e l e h t s ti f t a h t
s i h t n I . ) 5 6 : 7 8 9 1 , s r e t a W d n a n o s n i h c t u H
( research ,the wrtie rdesign sa se to f
e l d e s a b k s a t g n i s u g n i d a e r d e s a b r a m m a r
g arning f ort hesecondgradestudent so f
. m e k a P A Y A J N A S K M
S Thedesigned mateiral swould be ilket ext swhich have
r a m m a r g e h t n r a e l ll i w y e h t n e h t t x e t e h t d a e r ll i w s t n e d u t s e h t , o S . ti n i r a m m a r g
.t x e t e h t n i d e s u
.
2 Reading
r ) 8 6 : 3 0 0 2 ( n a n u N o t g n i d r o c c
A eading i sa lfuen tproces so freader s
. e g d e l w o n k d n u o r g k c a b n w o r i e h t d n a t x e t a m o r f n o it a m r o f n i g n i n i b m o
c In t hi s
h c r a e s e
r , r eading i soneof t hef ou rEngilsh skillst ha tshould bemastered byt he
s t n e d u t
s because tii si mpo trantf ort hestudentst o f acet heNaitona lExaminaiton .
.t i n i r a m m a r g e h t d n a t s r e d n u o t ll i k s e h t e d u l c n i , n e h t ,l li k s g n i d a e R
.
3 Gramma rBasedTeaching(GBT)Approach
r a z A o t g n i d r o c c
A , Gramma rBased Teaching approach i san approach
which use sgramma ra sthe base ,the staritng poin tand foundaiton ,fo rthe
G . s ll i k s e g a u g n a l l l a f o t n e m p o l e v e
d ramma r Based Teaching provide s
n a s u o r e m u n y b d e i n a p m o c c a r a m m a r g h s il g n E t u o b a n o it a m r o f n
.s e it i n u tr o p p o e c it c a r
p In t hi sresearch ,Gramma rBased Teaching i s t he base o f
. g n i d a e r d e s a b r a m m a r g
.
4 Task-BasedLearning
k s a
T -basedl earningi sonekindofl earningi nwhicht hel earner saregiven
, e t a l u p i n a m , d n e h e r p m o c n a c y e h t t a h t o s e g a u g n a l t e g r a t e h t n i s k s a t f o t o l a
, e c u d o r
p and interact using t heril anguage(Nunan ,1989 :10) .Fu trher ,according
. m o o r s s a l c e h t o t n i d lr o w l a e r a g n i g n ir b f o y a w a e r a s k s a t ) 9 5 : 7 8 9 1 ( e h k n a r K o t
.s k s a t f o t o l a s e s u t a h t g n i n r a e l d e s a b k s a t , y d u t s s i h t n I
.
5 SMK( SekolahMenengahKejuruan)
o w t e r a e r e h t , a i s e n o d n I n
I common type so fsenio rhigh school .Frist i s
( " A M S " n o it a i v e r b b a e h t y b s a n w o n k y ll a r e n e
g Sekolah Menengah Atas )and
( K M S s i d n o c e
s Sekolah Menengah Kejuruan) .SMA dfifer sfrom SMK i n t hei r p
e r p e r a A M S t a s t n e d u t s e h T . s e i d u t
s ared to conitnue thei rstudy to universtiy
r i e h t g n i h s i n if r e tf a k r o w o t y d a e r e b o t d e r a p e r p e r a K M S f o s t n e d u t s e li h w
y ti s r e v i n u e h t y l p m i s s i A M S . e g e ll o c / y ti s r e v i n u o t g n i o g t u o h ti w l o o h c
s
-l o o h c s l a n o it a c o v e h t s i K M S e li h w l o o h c s y r o t a r a p e r
p .According to Peraturan
, e c n e g il l e t n i e v o r p m i o t e r a n o it a c u d e l a n o it a c o v f o s e s o p r u p e h t h a t n ir e m e P
r e t n e o t ,t n e d n e p e d n i e m o c e b o t s t n e d u t s f o s ll i k s l a n o s r e p d n a l a r o m , y ti l a n o s r e p
o t e l b a d n a n o it a c u d e d e i d u t s y l s u o i v e r p h ti w e c n a d r o c c a n i e c r o f k r o w e h t
i n u m m o
c cate in accordance wtih the ifeld work .In ilne wtih that ,Rakesrtaw
e g a e l b a y o l p m e f o n o s r e p g n ir a p e r p s i n o it a c u d e l a n o it a c o v t a h t d e t a t s ) 2 , 7 4 9 1 (
s u o e g a t n a v d a r o
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s i h t g n i y lr e d n u s e ir o e h t s e s s u c s i d r e t p a h c s i h
T research .There are two
h ti w s l a e d t r a p t s ri f e h T . r e t p a h c s i h t n i s tr a p n i a
m the theoreitca ldescirpiton ,
e li h
w thesecondpatrdealswtihthetheoreitcalf rameworkemployedi ndesigning
r a m m a r g f o t e s
a focused reading mateiral susing task based learning fo rthe
. m e k a P A Y A J N A S K M S n i s t n e d u t s e d a r g d n o c e s
.
A Theoreitca lDescrip iton
i h t n i d e s u s t n i o p y e k r u o f s e t a r o b a l e t r a p s i h
T s study . They are
d e s a b k s a t d n a , g n i d a e r , h c a o r p p a d e s a b r a m m a r g , s l e d o m n g i s e d l a n o it c u rt s n i
. g n i n r a e l
.
1 Instrucitona lDesignModels
f o e s o p r u p e h t e c n i S . h c r a e s e r s i h t o t d e t a l e r s e ir o e h t s n i a l p x e t r a p s i h T
h t , s l a ir e t a m g n i n g i s e d s i y d u t s s i h
t i spar tbegin swtih theory o finsrtucitona l
s e t a r o b a l e r e ti r w e h t , y lt n e u q e s b u S . t n e m p o l e v e d s l a ir e t a m f o y r o e h t n e h t , n g i s e d
s l a ir e t a m e h t e c n i s g n i h c a e t d e s a b r a m m a r g d n a g n i d a e r f o s e ir o e h t e m o s
li t u h c i h w s l a ir e t a m g n i d a e r e r a h c r a e s e r s i h t n i d e n g i s e
d ize grammar .The las t
k s a T t u o b a s n i a l p x e y r o e h
t -BasedLearningsincet hedesigned mate iral sareused
.
a Kemp’ sModel
.l e d o m s ’ p m e K s i y d u t s s i h t n i r e ti r w e h t y b d e s u l e d o m t s ri f e h
T Kemp’ s
o it c u rt s n i s i h T . y ti li b i x e lf s ti f o e s u a c e b d e t p a d a s i l e d o
m na ldesign emphasize s
r o j a m e e r h
t aspects ,.ie .objecitves ,acitviite sandr esources ,andevaluaiton( 1977 :
8- .)9
e h T . t n e m p o l e v e d m a r g o r p e h t n g i s e d o t s t n e m e l e t h g i e s r e f f o p m e K
: p m e K y b d e n g i s e d s e g a t s e h t e r a g n i w o ll o f
)
1 Goal ,s t opics ,and genera lpurposes :considert hegoals , ilst t opics ,and state
l a r e n e g e h
t purposesf o reacht opic.
)
2 Learners ’ characteirsitc : enumerate the impo tran t characteirsitc s o f the
. n g i s e d e b o t n o it c u rt s n i e h t m o h w r o f s r e n r a e l
)
3 Learningobjecitves:specfiyt hel earningmateiralst obeachievedi n t erm so f
. e m o c t u o l a r o i v a h e b ’ s t n e d u t s e l b a r u s a e m
)
4 Subjec tcontent :design t hel earning mateiralst ha tsuppo tr t heattainmen tfo r
. e v it c e j b o l a n o it c u rt s n i c if i c e p s h c a e
)
5 P -reassessment :develop pre-tes tto determine the students ’background and
. c i p o t e h t t u o b a e g d e l w o n k f o l e v e l t n e s e r p
)
6 Teaching l earning acitviite sand resources :selectt eaching/ l earning acitviite s
c if i c e p s e h t e v e i h c a o t d e il p p a e b n a c t a h t s e c r u o s e r l a n o it c u rt s n i d n a
e t a ir p o r p p a e v it c e j b o l a n o it c u rt s n
i fo raccompilsheachobjecitve.
)
7 Suppor t services : coordinate such suppor t service s a s budget , personnel ,
i c a
)
8 Evaluaiton :evaluate students ’learning in term o fthei raccompilshmen to f
e r d n a e s i v e r o t r e d r o n i e n o d e b d l u o h s p e t s s i h T . s e v it c e j b
o -evaluate any
.t n e m e v o r p m i s d e e n t a h t n a l p e h t f o e s a h p
s n I f o l e d o M s ’ p m e K : 1 . 2 e r u g i
F trucitona lDesign(Kemp ,1977 :9)
t a h t s d n i m e r p m e
K thi sproces sof developingprogrami s lfexiblebecause
s p e t s e m o s e r a e r e h t y d u t s s i h t n I . t n e d n e p e d n i e r a s t n e m e l e t h g i e e h t g n o m a
e h t y b n e s o h
c wrtie,r they are formulaitng goal ,s t opic sand l earning objecitves ,
. g n i s i v e r d n a , g n it a u l a v e , s e it i v it c a g n i n r a e l / g n i h c a e t g n it c e l e s
.
b Yalden’ sModel
e h t s r e d i s n o c t a h t s u b a ll y s e b ir c s e d o t s i l e d o m s ’ n e d l a Y f o e s o p r u p e h T
s u b a ll y s a s i fl e s ti s u b a ll y s e v it a c i n u m m o c A . s t n e d u t s f o s d e e n e v it a c i n u m m o c
g n i b ir c s e d r o f d e n g i s e d s i h c i h
w a classroom expeirence which i s more n
o it a u l a v E
d n a , s c i p o T , s l a o G
s e s o p r u P l a r e n e G
r e n r a e L
s c it s i r e t c a r a h C
t r o p p u S
s e c i v r e S
a e L rning
s e v it c e j b O
g n i n r a e L / g n i h c a e T
s e c r u o s e R , s e it i v it c A
e r
P -Assessment
t n e t n o C t c e j b u S
e
n o ri v n e n a n i e t a ir p o r p p
a men tofr eall anguageand atr( Yalden ,1987 :85) .There
: e r a s p e t s e s o h T . s n o it c u rt s n i g n i n g i s e d n i s p e t s t h g i e e r a
)
1 Conducitngneeds urvey.
t a h t s e v it c e j b o e ti r w o t d n a s d e e n ’ s r e n r a e l d n if o t d e t c u d n o c s i p e t s s i h T
.r e n r a e l e h t r o f e t a ir p o r p p a e r a
)
2 Staitngdescirpitonoft hepurpose
f o n o it p ir c s e d a e v a h l li w r e n g i s e d e h t , y e v r u s d e e n a d e t c u d n o c g n i v a H
. m a r g o r p e h t f o e s o p r u p e h t
)
3 Selecitngt hes yllabust ocariredouti nt heprogram
f o y r o g e t a c l a r e n e g e h t n e h w e n o d s i e p y t s u b a ll y s f o e c i o h c e h
T the
. d e d i c e d n e e b s a h m a r g o r p e g a u g n a l
)
4 Producitono fproto-syllabus
h ti w e n il n i e r a h c i h w s t n e t n o c s u b a ll y s s e n i b m o c d n a s t c e l e s r e n g i s e d e h T
. e p y t s u b a ll y s
)
5 Producitono fpedagogicals yllabus
e b l li w e s a r h p d n a d r o w e l g n i s y r e v e f o n o it a c if i c e p s e h
T conductedi nt hi s
. p e t s
)
6 Developmen tandi mplementaitono fclassroomprocedures
, e r o f e r e h T . r o t a ti li c a f a s a e l o r s ’ r e h c a e t t u p l li w s u b a ll y s e v it a c i n u m m o C
. y ti v it c a ’ s r e n r a e l e h t n o d e s a b e r a d e t c u d n o c s e it i v it c a m o o r s s a l c
)
7 Evaluaiton
n i s i p e t s s i h
T tended t o evaluateal lcomponentsi n t hel anguageprogram ,
)
8 Recycilngs tage
e c n a m r o fr e p l a n if e h t d n a t e s s l a o g n e e w t e b t if o t d e d n e t n i s i p e t s t s a l e h T
” e g a t s g n il c y c e r “ d e l e b a l s i s i h T . s r e n r a e l e h t f
o becauset he wholecyclecan be
t n i o p s i h t t a n i a g a n u g e
b .
o M s ’ n e d l a Y : 2 . 2 e r u g i
F de lofI nstrucitona lDesign(Yalden ,1987 :88)
.
2 TeachingLearningo fReading .
a Backgroundoft eachingr eading
t a h t d e t o n ) 3 0 0 2 ( n a n u
N “in Western cutlures ,ora lreading wa sthe
e h t n o n u g e b e t a b e d a 0 8 8 1 t u o b a n I . y r u t n e c h t n e e t e n i n e h t li t n u e c it c a r p y r a m ir p
u s r e v g n i d a e r t n e li s f o s e g a t n a v d
a soralr eading” (p.69)
n i a l p x e ) 9 6 : 3 0 0 2 ( n a n u
N s fu trhe rtha tclassroom approache sto teach
s i g n i d a e r f o l a o g e h t n e h w g n i d a e r t n e li s e z i s a h p m e d l u o h s g n i d a e r
.t x e t f o n o i s n e h e r p m o c
.
b Readingprocesse s
w o h f o s l e d o m g n i d n a t s r e d n u s n a e m g n i d a e r f o s s e c o r p e h t g n i d n a t s r e d n U
t p e k e r a y e h t g n o l w o h d n a d e z i n g o c e r e r a s d r o
w in working memory (Nunan,
s e ir o g e t a c e e r h t o t n i d e d i v i d e b n a c s s e c o r p g n i d a e r f o s l e d o m e h T . ) 0 7 : 3 0 0 2
0 7 : 3 0 0 2 , n a n u N
( -73) .Thoseare:
d e e N
y e v r u
S Deosncoirp fit e s o p r u P
/ n o it c e l e S
p o l e v e D
t n e m o f
s u b a ll y S
it c u d o r P
a f o n o
o t o r p
-s u b a ll y s
it c u d o r P
a f o n o
i g o g a d e p
l a c
-s u b a ll y s
Development &implementa
f o n o it
m o o r s s a l c
e r u d e c o r p
a u l a v E
)
1 Bo ttom-upmodel
m o tt o
B -up modelt ypicallyconsist sofl ower-levelr eadingproces .s I n t hi s
o n o it a c if it n e d i e h t h ti w n i g e b s r e d a e r , l e d o
m f letters .Thei nformaiton gained i s
c it a m e t s y s f o g n ir t s a o t n i s r e tt e l f o g n ir t s e h t s tr e v n o c h c i h w , r e d o c e d o t d e s s a p n e h t s r e d a e r e h T . d r o w a s a d e z i n g o c e r d n a d e s s a p n e h t s i g n ir t s s i h T . s e m e n o h p l it n u y a w e m a s e h t n i d e e c o r p d n a d r o w t x e n e h t n o e t a x
if al lwordsi nasentence
t n i o p h c i h w t a , d e s s e c o r p n e e b e v a
h they proceed to a componen tin which
s i h t ,s u h T . e c n e t n e s a o t g n i n a e m a n g i s s a o t e t a r e p o s e l u r c it n a m e s d n a c it c a t n y s , t h g ir o t tf e l m o r f s e y e r i e h t g n i v o m y b d e e c o r p s r e d a e r t a h t s e m u s s a l e d o
m fris t
m r o f o t s d r o w e h t g n i n i b m o c n e h t , d r o w m r o f o t e s e h t g n i n i b m o c , s r e tt e l n i g n i k a t .t x e t f o s e c n e t n e s d n a s e s u a l c , s e s a r h p )
2 T -op downmodel
p o t n
I -down model ,reader sdraw upon t hei rknowledgeoft he wo lrd and
z y l a n a o t s e c n e t n e s e h t f o e r u t c u rt s e h
t et ex.tI nt hi smode,lt her eader sares eena s
e h t y n e d r o m ri f n o c o t a t a d t x e t g n i s u d n a , t x e t e h t n o r a e b o t s e s e h t o p y h g n i g n ir b y b d e t a r e n e g e b d n a t x e t e l o h w e h t o t e t a l e r y a m s e s e h t o p y h e h T . s e s e h t o p y h h t ,l e d o m s i h t n I . a t a m e h c s d e s o p p u s o t e c n e r e f e
r ereader scomet o t het ex twtih
t x e t e h t d a e r s r e d a e r e h T . e g d e l w o n k d n u o r g k c a b r o d e n a l p m r o f y l s u o i v e r
p by
d n u o r g k c a b r i e h t g n i s u n o it a m r o f n i e h t d n if o t y rt d n a s e c n e t n e s e h t g n i d a e r . e g d e l w o n k )
3 Interacitvemodel
m o tt o b h t o b f o s t n e m e l e s e n i b m o c g n i d a e r f o l e d o m e v it c a r e t n
I -up and
p o
s r e d a e r , g n i d a e r e li h W . s e c r u o s e g d e l w o n k l a r e v e s m o r f y l s u o e n a tl u m i s d e d i v o r p
m o tt o b y l p p a n a
c -upprocessbyr ecognizingnewvocabularyandnewpatternt hey
t e g o t e l b a e b o t d e t c e p x e e r a s r e d a e r , s i h t g n i o d y B . e r o f e b t o g t o n e v a h
p o t y l p p a o s l a s r e d a e r , e li h w n a e M . t x e t e h t m o r f n o it a m r o f n
i -down proces sby
d n a t u o b a s i t x e t e h t f o t n e t n o c e h t t a h w g n it c i d e r
p theconitnuaitonoft het ex.t
.
c P irnciple soft eachingr eading
: 3 0 0 2 ( n a n u N y b d e t a t s s a g n i d a e r g n i h c a e t r o f s e l p i c n ir p t h g i e e r a e r e h T
4
7 -77) .Thep irnciple sare:
)
1 Explotit her eaders ’backgroundknowledge
’ s r e d a e r s e v l o v n i e g d e l w o n k d n u o r g k c a
B expeirence ilkel fieexpeirences ,
s ’ e n o w o h f o e g d e l w o n k : y ll a c ir o t e h r d e z i n a g r o e b n a c s t x e t w o h f o e g d e l w o n k
l a r u tl u c d n a , s k r o w e g a u g n a l d n o c e s e h t w o h f o e g d e l w o n k , s k r o w e g a u g n a l t s ri f
e h t o t n i t h g u o r b e r a s e c n e ir e p x e e s o h T . e g d e l w o n k d n a d n u o r g k c a
b texts .
3 0 0 2 ( n a n u N o t g n i d r o c c
A ) “Readingcanbes igni ifcanltyenhancedi fbackground
g n i k a m , s n o it s e u q g n i k s a , s l a o g g n it t e s y b d e t a v it c a e b n a c e g d e l w o n k
n o o s d n a , e r u t c u rt s t x e t g n i h c a e t ,s n o it c i d e r
p ”(p.74).
)
2 Bu lidas rtongvocabularybase
0 0 2 ( n a n u
N 3 )sayst ha t
