DESIGNING INSTRUCTIONAL READING MATERIALS BASED
ON RECIPROCAL TEACHING STRATEGY FOR VIII GRADE
STUDENTS OF SMP TARSISIUS VIRETA TANGERANG
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
EL. Kurnia Sulistya Dewi
Student Number: 061214085
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
DESIGNING INSTRUCTIONAL READING MATERIALS BASED
ON RECIPROCAL TEACHING STRATEGY FOR VIII GRADE
STUDENTS OF SMP TARSISIUS VIRETA TANGERANG
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
EL. Kurnia Sulistya Dewi
Student Number: 061214085
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
ii
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 13 July 2012
The writer
EL. Kurnia Sulistya Dewi 061214085
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : EL. Kurnia Sulistya Dewi
Nomor Mahasiswa : 061214085
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING INSTRUCTIONAL READING MATERIALS BASED ON RECIPROCAL TEACHING STRATEGY FOR VIII GRADE STUDENTS OF SMP TARSISIUS VIRETA TANGERANG
Beserta perangkat yang diperlukan (bila ada). Dengan denikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepnetingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 13 Juli 2012
Yang menyatakan
vi
ABSTRACT
Dewi, El Kurnia Sulistya. 2012. Designing Instructional Reading Materials Based
on Recripocal Teaching Strategy for VIII Grade Students of SMP Tarsisius Vireta Tangerang. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Reciprocal teaching is a comprehension-fostering activity which emphasizes four major strategies: summarizing, predicting, questioning, and clarifying. Each of the strategies facilitates students to get the meaning from what they read. These strategies focus on the development of the students’ self-monitoring toward their learning. Furthermore, these strategies help the students to be aware of their use of strategies to comprehend the written text.
This study was conducted to design English reading instructional materials
based on reciprocal teaching strategy for the eighth grade students of SMP
Tarsisius Vireta Tangerang. This study had two research questions: 1) How are English instructional reading materials based on Reciprocal Teaching strategy for
VIII grade students of SMP Tarsisius Vireta Tangerang designed? And 2) What
do English instructional reading materials based on Reciprocal Teaching strategy
for VIII grade students of SMP Tarsisius Vireta Tangerang look like? To answer
two questions above, the writer employed five steps of R & D cycle. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.
In order to answer the first question, the writer adapted Kemp’s instructional design models. The writer employed eight steps. The steps were: 1) Consider goals, list topics, and state general purpose for each topic; 2) List the important characteristics of the learner; 3) Specify the learning objectives in terms of behavioral outcomes; 4) List the subject content that support each objective; 5) Develop pre-assessment to determine students’ background knowledge; 6) Select teaching/learning activities and resources; 7) Choose some support services such as budget, equipment, facilities to maintain the design; 8) Evaluate students’ accomplishment to do revision and evaluation of the design in order to make improvement. Based on the result of the evaluation analysis, it was signified that the mean was ranged from 3 to 3.6 on the scale of 4. It is concluded that the designed materials’ are appropriate and acceptable for the eighth grade of SMP
Tarsisius Vireta Tangerang. In order to answer the second question, the writer presented the final version of the designed materials after conducting some revisions based on the feedback, comments and suggestions from the post design participants. The final version of the designed materials consists of four unit and
each units consists of three sections, that is, Warming Up Activity, Whilst Activity,
and Cooling Down Activity.
It is hoped that this English Reading Instructional materials encourages other researchers to conduct a further study on other aspects of this study.
ABSTRAK
Dewi, El Kurnia Sulistya. 2012. Designing Instructional Reading Materials Based
on Recripocal Teaching Strategy for VIII Grade Students of SMP Tarsisius Vireta Tangerang. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reciprocal teaching adalah kegiatan pemahaman dan pembinaan yang
menekankan pada empat strategi utama: summarizing, predicting, questioning,
dan clarifying. Setiap strategi menjadi sarana bagi siswa untuk mendapatkan makna dari apa yang mereka baca. Strategi ini berpusat pada pengembangan diri siswa dalam belajar mereka. Selanjutnya, strategi ini membantu siswa untuk menyadari strategi yang mereka gunakan untuk memahami sebuah tulisan.
Studi ini dilakukan untuk merancang materi pembelajaran reading
berdasarkan strategi Reciprocal Teaching untuk siswa kelas delapan SMP
Tarsisius Vireta Tangerang. Studi mengemukakan dua pertanyaan: 1) Bagaimana
materi pembelajaran reading berdasarkan Reciprocal Teaching bagi siswa kelas
VIII SMP Tarsisius Vireta Tangrang didesain? dan 2) Bagaimanakah bentuk
materi pembelajaran reading berdasarkan strategi Reciprocal Teaching bagi kelas
VIII SMP Tarsisius Vireta Tangerang? Untuk menjawab dua pertanyaan di atas,
penulis menggunakan lima langkah dari metode siklus R & D. Langkah-langkahnya adalah: 1) Penelitian dan mengumpulkan informasi, 2) Perencanaan, 3) Pengembangan Bentuk awal dari Produk, 4) Pengujian awal di lapangan, dan 5) Perbaikan produk utama.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pembelajaran dari Kemp. Penulis menerapkan delapan langkah. Langkah-langkahnya adalah: 1) menentukan tujuan, topik, dan tujuan dari setiap topik, 2) menyebutkan karektristik dari peserta didik, 3) menentukan tujuan pembelajaran dalam hal hasil perilaku; 4) menentukan subjek yang mendukung setiap tujuan, 5) Mengembangkan pra-penilaian untuk menentukan tingkat pengetahuan siswa; 6) menentukan kegiatan belajar mengajar dan sumber daya; 7) menentukan beberapa sarana yang mendukung seperti anggaran, peralatan, fasilitas untuk mempertahankan desain; 8) Mengevaluasi prestasi siswa untuk melakukan revisi dan evaluasi desain dalam memperbaiki materi. Berdasarkan hasil analisis evaluasi, diperoleh rata – rata berkisar 3 sampai 3,6 pada skala 4. Dapat disimpulkan bahwa materi yang dibuat sesuai dan dapat diterima untuk kelas
delapan SMP Tarsisius Vireta Tangerang. Untuk menjawab pertanyaan kedua,
penulis menyajikan versi akhir dari materi yang dirancang setelah melakukan beberapa revisi berdasarkan masukan, komentar dan saran dari responden. Versi final dari materi yang dirancang terdiri dari empat unit dan setiap unit terdiri dari
tiga bagian, yaitu, Warming Up Activity, Whilst Activity, dan Cooling Down
Activity.
Diharapkan bahwa materi pembelajaran reading berdasarkan Reciprocal
Teaching dapat mendorong peneliti lain untuk mengadakan penelitian lebih jauh tentang aspek – aspek dalam studi ini.
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ACKNOWLEDGEMENTS
First of all, I would like to dedicate my gratitude to God, Jesus Christ,
for the blessing, love, and the kindness in my life so that I finally finished my
thesis. I realize that all of these happened because of His Grace.
I would like to show my great thanks to my major sponsor, Ag. Hardi
Prasetyo, S.Pd., M.A., for always giving me a lot of advice and attention in the
process of finishing my thesis as well as giving detailed corrections to improve
my thesis. I would like to express my gratitude to Hanandyo Darjidto, S.Pd., M.
Hum., for the time to evaluate the materials. Special appreciation also goes to all
lecturers of the English Language Education Study Program for their kindness
and patience.
Next, I would like to address my gratitude to the English teacher in SMP
Tarsisius Vireta Tangerang, Yustina Iswayuningsih, S.Pd. and Rieka Puspita M, S.Pd., for their willingness to give valuable suggestions for my designed
materials. I also address my thanks to the eight grade students for their help in
filling in the questionaires.
My gratitude goes to my beloved parents, Petrus Bambang
Budiarto and Cecilia Endah Dwiwijayanti, for their love, care,
understanding, patience, and prayers. The same gratitude also addresses to my
lovely sister, dik Ria, for all fascinating experiences in my life. For my Big
brother, mas Tato, mas Yohan, and mas Andri, thanks for your spirits, advices,
and suggestions ☺. And for my lovely uncle, Om Vembri, thanks bro for
x
My special thanks go to my best friends “Superjuju”: Sinta, Meta, Tyas,
Sendhenk, Gajah, Feri and Linda for the great and wonderful friendship. I thank
them for their suport, help, care and laugh.
I never forget my magificient friends in PBI 2006: Agnes Endah, Nonok,
Aldi, kak Ven, Rita, Christin, Satrio, Vika, Lexi, bang Tander, Puput. I
thanked them for all happy and sad moments that we shared during our study in
PBI. I will never forget our lovely time together.
Last but not least, I would also express my appreciation to those who have
given me a hand, whom I have not mentioned.
EL. Kurnia Sulistya Dewi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
DEDICATION PAGE ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Limitation ... 3
C. Problem Formulation ... 4
D. Research Objective ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Description ... 8
1. Instructional Design Model ... 8
2. Theory of Reading ... 11
a.Description of Reading ... 11
b. The nature of Reading ... 11
xii
1) Emotional factors ... 14
2) Intelligences and comprehension ... 15
3) Physical factor ... 15
4) Background of experience ... 15
e. The teaching reading skill ... 16
1) Pre-reading activity ... 16
2) While-reading Activity ... 17
3) Post-reading Activity ... 17
3. Cognitive Strategy Instruction ... 18
4. Reciprocal Teaching ... 19
5. Curriculum ... 21
B. Theoretical Framework ... 21
CHAPTER III. METHODOLOGY ... 25
A. Research Method ... 25
B. Research Participants ... 29
C. Research Instruments... 30
D. Data Gathering Technique ... 31
1. Pre-design study ... 31
2. Post-design study ... 31
E. Data Analysis Technique ... 32
1. Pre-design study ... 32
2. Post-design study ... 32
CHAPTER IV. RESEARCH FINDING AND DISCUSSION ... 37
A. The Materials Development ... 37
1. Conducting need survey, specifying goals, topics, and general purpose ... 38
a) The results of the interview with the English teacher ... 38
b) The results of the questionnaire distributed to eight grade students ... 39
2. Determining the competency standards and the basic competencies ... 43
3. Formulating learning objectives ... 44
4. Selecting and organizing subject content ... 45
5. Selecting teaching/learning activities and resources ... 45
6. Evaluation ... 45
7. Revising the designed materials ... 46
B. The Design Materials ... 46
1.The competencies standards, the basic competencies, and the topic ... 46
2. The Indicators ... 47
3. Content of design ... 47
a. Warming Up Activity ... 48
b. Whilst Activity ... 49
c. Cooling Down Activity ... 49
xiv
5. Determination of what to evaluate and
of what ways and means of doing ... 50
6. The Evaluation of the Designed Material ... 51
a. The result of the post-designed questionnaire ... 51
b. Participant’s comments and suggestions ... 53
7. The revision of the designed materials ... 53
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 55
A. Conclusions ... 55
B. Suggestions ... 57
REFERENCES ... 59
APPENDICES ... 61
APPENDIX A : Interview guideline, pre and post designed questionnaire ... 61
APPENDIX B : Result of Interview ... 70
APPENDIX C : Result of Pre-designed questionnaire ... 73
APPENDIX D : Syllabus ... 77
APPENDIX E : Competency Standard and Basic Competency ... 96
APPENDIX F : Indicators ... 99
APPENDIX H : Lesson Plan ... 104
xvi
LIST OF TABLES
Table 4.1 Result of The Questionnaire Part A ... 42
Table 4.2 Result of The Questionnaire Part B ... 43
Table 4.3 The sample of the Indicators ... 44
Table 4.4 The sample of Competencies Standard and Basic Competencies ... 46
Table 4.5 The sample of the Indicators ... 47
Table 4.6 The Description of the Participants ... 51
LIST OF FIGURES
Figure 2.1 Kemp’s Instructional Design Plan ... 10
Figure 2.2 The Design Model Conducted in the study ... 24
Figure 3.1 R & D Cycle and Writer’s Cycle ... 27
Figure 3.2 The Blueprint of Description of The
Post – Design Participants ... 33
Figure 3.3 The Blueprint of Participants’ opinion
On The Design Materials ... 34
1
CHAPTER I
INTRODUCTION
There are several main discussions in this chapter, namely the background of
the study, problem limitation, problem formulation, objectives of the study,
benefits of the study, and definition of terms.
A. Background of the Study
In mastering English as a second language we have to master four skills.
There are reading, speaking, listening and writing. All of the English learners
should master in all of English skills especially reading. An English learner
should master this skill because reading takes big part in main skills to master
English. What is meant by “big part” here is that reading has big power in our life.
Sometimes people will believe in something crucial if there is a written fact.
Reading is a fluent process of readers combining information from a text and
their own background knowledge to build meaning (Nunan ed.2003). However,
many people said that reading is a difficult skill. It is difficult because to find an
idea or to start our reading is difficult. Sometimes we spare many hours only
finding how to start our reading. Reading is also difficult because it involves
many different elements: grammar, diction, punctuation, spelling, coherence,
cohesion, and organization of idea. To avoid these problems, reading have to be
interesting for most of young learners. They aren’t really interested in reading. So,
if they find difficulties in reading class, they give up.
Reading is considered difficult for learners because all language components
and linguistics features like phonology, vocabulary, and grammar, are included in
reading. That is one of the reasons why people have difficulties in mastering the
reading skill.
The problem happens in a local context that is SMP Tarsisius Vireta
Tangerang. In personal communication with English teachers in the school, the students are not really interested in reading. The major problem of the eighth
grade students lies in the reading ability, since the activities conducted in the
reading class were monotonous. The teacher gave students kind of reading texts,
then the teacher asked students to read the passage and answer the comprehension
questions provided. And if the students could not answer the questions, the
teacher would tell the correct answer to them. That activity made students bored.
They aren’t give attention to their teacher. Most of them also have less motivation
in reading. Another obstacle is their impression toward English, they think that
English is difficult and they are afraid of making mistakes. Hence, they become
less motivated to share their opinions and asking some questions. Schunk and
Zimmerman (1996:18) stated that motivation to read and learn is one of good
choice for developing students’ ability in reading. Even though, there is a great
divide in children’s motivation to read. Goal motivates students to exert effort and
3
learn. It is important to know that teachers need to make some interesting
materials and strategy to teach especially SMP grade VIII.
There is an urgent need to conduct a study. So, It is important for the students
of SMP Tarsisius Vireta Tangerang to be introduced to a new approach since there is kind of handbook written for reading comprehension to determine the
success in their learning. This study focuses on the reading area as previous
researchers tried to develop.
From the problem before, so we can use one technique in teaching reading,
thas is reciprocal teaching. Reciprocal teaching is a comprehension-fostering
activity which emphasizes four major strategies, summarizing, predicting,
questioning, and clarifying. Each of the strategies facilitates students to get the
meaning from what they read. This strategies focus on the development of the
students’ self-monitoring toward their learning. Furthermore, these strategies help
the students to be aware of their used strategies to comprehend the written text.
This set of reading instructional materials is supposed to achieve the goals
of the learning English in school. This set of designed materials includes activities
which provide the students with more chances to practice their skill in reading and
making the students able to make main ideas or give opinions to respond to what
they read.
B. Problem Limitation
The focus of this study is only on the discussion of designing a set of English
grade students of SMP Tarsisius Vireta Tangerang. Therefore, this study is limited to the development of the materials and not to the implementation of the
materials in classroom activities.
C. Problem Formulation
Based on the problems stated in the background, this study addresses the
following questions:
1. How are English instructional reading materials based on Reciprocal
Teaching Strategy for VIII grade students of SMP Tarsisius Vireta
Tangerang designed?
2. What do English instructional reading materials based on Reciprocal
Teaching Strategy for VIII grade students of SMP Tarsisius Vireta
Tangerang look like?
D. Objectives of the Study
There are two main objectives proposed in this study:
1. To develop English instructional reading materials based on Reciprocal
Teaching strategy for VIII grade students of SMP Tarsisius Vireta
Tangerang
2. To present English instructional reading materials based on Reciprocal
5
E. Research Benefits
This study hopefully can give benefits to:
1. The eighth graders of SMP Tarsisius Vireta Tangerang
This study presents a set of English instructional reading materials
based on Reciprocal Teaching Strategy for eighth grade students of SMP
Tarsisius Vireta Tangerang. It is hoped that the designed materials help students to improve their comprehension and skills in reading. Moreover,
by applying Reciprocal Teaching Strategy, students will learn how to
monitor and be responsible for their own learning achievement.
2. English Teachers
The designed materials are also intended for the teachers to create
an alternative strategy in teaching reading for junior high school students.
In addition, this design can motivate the teachers to be more creative in
designing materials in reading.
3. Other Researchers
This study is aimed to motivate the other researchers who are
interested in improving reading materials. Therefore, they can use the
design materials as the guidance to design other reading materials in
F. Definition of Terms
There are several terms in this study which need to be clarified. These
terms are:
1. Design
Design is the general arrangement or planning. According to Kemp
(1977), design is a plan which is developed and applied in every level of
education. Designing is an activity of creating a new set of materials that
fits the learning objectives and specific subject area of particular learners
(Hutchinson and Walters, 1994).
2. Reading Instructional Material
Dick and Reiser (1989) stated that instructional material is a set of
materials which is used to deliver instructions to the learners. Designing
instructional materials means developing a set of units as the focus of
discussion in teaching learning process. In this study, the definition of
reading instructional materials is a set of units include activities involving
mostly reading which can be used by the teachers in teaching reading in
teaching learning English activity in SMP Tarsisius Vireta Tangerang for
the eighth graders semester 1.
3. Reading
Nunan (2003:68) stated that reading is a fluent process of readers
combining information from a text and their own background knowledge
7
Reading is above all to do with the language, because in reading
we meet all the components of the language such as vocabulary,
grammar, and even the pronunciation. Reading is also form of
communication; it becomes the base of spoken language because reading
turns the collection of symbols in a piece of paper into ‘talk’, or in the
case of silent reading, into an image of speech sound (Moyle,
1972:21-25)
4. Reciprocal teaching
Reciprocal teaching is a comprehension-fostering activity which
emphasizes on four major strategies, summarizing, predicting,
questioning, and clarifying. Each of the strategies facilitates students to
get the meaning from what they read. This strategies focus on the
development of the students’ self-monitoring toward their learning.
Furthermore, these strategies help the students to be aware of their used
strategies to comprehend the written text (Beatrice, 1990:25-26).
5. The eight Graders of SMP Tarsisius Vireta Tangerang
The eight graders student are the students of SMP Tarsisius Vireta
Tangerang who are in the 2nd level of Junior High school. SMP Tarsisius Vireta Tangerang has five classes of the eight graders. In this study, the
target learners are students of class 8A of SMP Tarsisius Vireta
CHAPTER II
REVIEW OF LITERATURE
The two major discussions in this chapter are about the theoretical
description related to the theories to the study and the theoretical framework used
as the guideline in designing the materials.
A. Theoretical Description
In this part, there are descriptions on several theories supporting this study.
The discussions below are the explanation of theories of instructional design
models, theories of reading, reciprocal teaching and the syllabus.
1. Instructional design models
This study employs Kemp’s model. The model is explained below:
This design can be implemented at any educational level and
treated as a single topic, unit, or even the whole course. It has three
essential elements:
1) Objectives (what must be learned)
2) Method (what procedures and resources will work best to reach
desired learning level).
3) Evaluation (how we will know if the desired learning level happens)
There are eight stages of Kemp’s model. All of which are
independent, however they may be rearranged depending on the need.
9
Instructional design planning begins with the introduction of the
board goals of the institution or school system included society,
students and subjects area. After that, the designer then selects major
topics within the content area that used to state the general purposes
from each of the chosen topics.
2) List the important characteristics of the learner.
One of designer needed to know if they want to make a good
design is characteristics of the learner. Kemp states that to serve both
group or individual means that teeacher must obstain about the
students’ capabilities, needs, and interests (Kemp 1977:18-19). So
that, teacher can more selective when they make instructional
planning including the selecting of the topics and the level at which
topics are introduced, the choice and sequencing of objectives, the
depth of treatment and the variety of learning activities.
3) Specify the learning objectives in terms of behavioral outcomes.
Learning objectives tell the students the goals that they should
achieve in teaching and learning activity.
4) List the subject content that support each objective.
Subject content related with the objectives and students’ need.
5) Develop pre-assessment to determine students’ background
Teacher should make pre-assessment in order to plan learning
activies for the students. Not only that, teacher also can choose kind
of topic based on students’ background knowledge.
6) Select teaching/learning activities and resources.
Selecting teaching/learning activities and instructional resources
that will treat the subject content so students will accomplish the
objectives. Teacher should be selective when they choose a method
or learning strategy and the materials.
7) Choose some support services such as budget, equipment, facilities
to maintain the design.
Some support sevices should be available in order to carry out the
instructional plan.
8) Evaluate students’ accomplishment to do revision and reevaluation
11
2. Theory of reading
a. Description of reading
Reading is above all to do with the language, because in reading we
meet all the components of the language such as vocabulary, grammar, and
even the pronunciation. Reading is also form of communication; it becomes
the base of spoken language because reading turns the collection of symbols
in a piece of paper into ‘talk’, or in the case of silent reading, into an image of
speech sound (Moyle, 1972:21-25)
According to Moyle (1972: 25-27) reading also involves the recognition
of the important elements of meaning in their essential relations, including
accuracy and comprehension. In reading, the readers are expected not only to
understand the message of the author, but to reflect upon it, assess its value
by comparison with previously learned concepts and eventually to reach out
imagination to new realms as result of the stimulus of the text.
b.The Nature of Reading
Reading is the forms of communication. The understanding of the total
language situation and the use of language master the understanding of the
process of learning to read. It is more than just a communication art, but it is
as the vehicles of our thought processes. Gray (1973) said that the view of the
nature of reading involves the recognition of the important elements of the
methods used in teaching bring the different effects on the students since they
have different abilities and different level of comprehension.
In the process of reading, the readers make their further prediction
about what will happen next reflecting to what they have already read. They
confirm their prediction as they read along the next (Cohen, 1990:75). Eskey
stated that reading is a continual interaction of identification skills and
interpretive skills. The identification skill happens when the readers
recognize the words, phrases, and grammatical signals to decode the text.
The reading process begins and ends with meaning. Therefore, the
comprehension is the key of the reading process.
c. The models of Reading Processes
According to Alderson (2006:16), there are four models of reading like
bottom-up model, top-down model, interactive model, and
interactive-compensatory model.
1. Bottom-up model
Nunan (2003:70) stated that bottom-up model starts from
lower-level reading processes and then it will increase to high lower-level. The readers
start from the fundamental basics of English which are letters and sounds
recognition, then move to the morpheme recognition, the word
recognition, the identification of grammatical structures, sentences, and
13
According to Gough, cited by Pehrsson and Robinson (1985:6),
there are some strategies occupied by the readers in bottom-up model.
They are visual (look at print), auditory (ascertain words), syntactic
(synthesize words into sentences), and semantic (understand the words,
sentences, and paragraphs). Bottom-up approach is supported by a phonic
approach because the focus of learning is to understand each single word.
According to Alderson (2000:7), bottom-up model is associated with
phonics approaches since children need to identify letters before they are
able to read words.
2. Top-down model
In top-down model, the readers start from the largest unit that is the
whole text. In Goodman’s perception, the readers undergo some strategies
in top-down model. They are semantic (predict meaning), syntactic
(generate anticipated language possibilities to structure anticipated
meaning), and visual combines with auditory (confirm expectations).
Since meaning construction becomes the major attention in
top-down model, the background knowledge of the readers holds the
important role to help the readers understand the text. According to
Nunan (2003:71), in order to comprehend the text, the readers do not
need to understand each single word attached. The reader may scan and
3. Interactive model
This model combines bottom-up and top-down approaches. Eskey,
cited by Simanjuntak (1988:7), stated that the interactive model of
reading is based on the readers’ cognitive structure. The process starts
from the identification of written form and the understanding of the
structures and words attached. The understanding of the forms of the
written text may assist the readers to make predictions in order to
interpret the meaning of the whole text and to achieve comprehension.
4. Interactive-compensatory model
The compensatory means that the weaknesses of one area or skill
may be supported by other strength on other area. When the readers do
not have adequate skills to achieve this comprehension of the written text,
their weakness may be supported by their background knowledge to help
them understand it.
d.The factors related to comprehension
According to Cushenberry (1985: 61-63), there are four important
factors related to comprehension, like emotional factors, intelligences and
comprehension, physical factors, and background of experiences.
1. Emotional factors
15
depressed or hyperactive have a great amount of difficulty
attending to the reading task. Teachers need to give their students
like a therapy or treatment before the lesson. It also can help the
students to solve their problem in reading comprehension.
2. Intelligences and comprehension
There are correlation between intelligences and reading
comprehension. Teachers can give students kind of test to test
reading skill. For the result is students who have below average
levels of intelligences will probably find difficulties to understand
the text and comprehension questions.
3. Physical factor
The reading process is very complex and includes a number of
different aspects. Some physical factors influence for students’
reading ability. For example, students who have eye fusion
difficulties have problems in reading and comprehending the text.
4. Background of experience
Reading is not merely pronouncing words activity. But in reading,
students must be able to understand the meaning to the word.
Students with little background knowledge will find difficulties to
understand the comprehension text. Students need to have more
e. The teaching of reading skill
According to Bonnie and Jean (2002: 85-87), there are three activities
involved in reading process, namely pre-reading activity, while-reading
activity, and post-reading activity.
1. Pre-reading activity
Pre-reading activity is important to help the students understand the
selection. There are some activities involved in pre-reading activity:
a. Active background knowledge
One of the ways which can be used to active the students’
background knowledge is by asking the students to question the
topics. The teacher may also ask the students to make prediction
according the reading passage.
b. Build vocabulary base
The vocabulary knowledge grows through repeated exposures
(Bonnie and Jean, 2003: 63). Vocabulary can facilitate students
to understand the text.
c. Set purposes and direction for reading
The aim of setting purposes is to assist the students focus their
attention to what they look for and to facilitate them connecting
17
2. While-reading Activity
One of the ways to achieve comprehension is by questioning.
Questioning activity facilitate the students to relate what they are
reading and what they already know.
3. Post-reading Activity
The main purpose in post-reading activity is to enhance students’
understanding about what has been read. The teacher may ask the
students to think critically and creatively about what they have read
and to apply the information for their new learning.
There are eight skills that will increase students understanding of
what they read.
1. Recognizing definitions and examples
2. Recognizing enumerations
3. Recognizing headings and subheadings
4. Recognizing signal words
5. Recognizing main ideas in paragraphs and short selections
6. Knowing how to outline
7. Knowing how to summarize
3. Cognitive Strategy Instruction
Cognition deals with someone’s thinking or memory while cognitive
strategy instruction is associated as a instructional approach which
emphasizes the development of thinking skills and processes as a means to
enhance learning (Livingstone, 1977). The purpose of this instruction is to
aid the students to be more strategic, self-reliant, flexible, and productive
in their learning process. The use of cognitive strategy instruction
facilitates the students to develop necessary skills where it may bring the
students into self-regulated learners. Furthermore, the research on the use
of cognitive learning strategy in the classroom showed that it is an
essential strategy for the success of learning (Najar, 1988).
The implementation of cognitive strategy has comprised content and
skill areas, namely: reading, writing, science, and language learning.
According to Cohen (1996:4), cognitive strategy involves the learning and
the use of target language. It also needs background knowledge to
comprehend, summarize, and visualize the new information from the
written text. The introduction to several strategies has been conducted by
educators to improve the cognitive area of the students. Skimming, using
context to figure out words and meaning, self-testing, and note taking were
some of the reading strategies which conducted in order to improve the
students’ reading ability (Resnick, 1987:23-24). The result of applying
19
4. Reciprocal Teaching
Reciprocal teaching is a comprehension-fostering activity which
emphasize on four major strategies, summarizing, predicting, questioning,
and clarifying. Each of the strategies facilitates students to get the
meaning from what they read. This strategies focus on the development of
the students’ self-monitoring toward their learning. Furthermore, these
strategies help the students to be aware of their used strategies to
comprehend the written text. Reciprocal teaching was found by Ann
Brown and Anne-Marie Palinscar (1984) where it is used to support the
students’ reading ability. The discovery was based on cognitive science
research (Seymour and Osana, 2002:1).
According to Palinscar (1986), reciprocal teaching refers to an
instructional activity which takes place in the form of dialogue between
teacher and students regarding segments of text. The dialogue is structured
by the use of four strategies: summarizing, question generating, clarifying,
and predicting. The teacher and students take turns assuming the role of
teacher in leading the dialogue. Reciprocal teaching was found by Ann
Brown and Anne-Marie Palincar (1984) where it is used to support the
Four major strategies in reciprocal teaching:
a. Summarizing
Summarize may help the students to point out and paraphrase a
text in order to get the main idea. This activity involves the skill of
identifying main ideas and supported details of the text. The text
may be in the form of summarized sentences, paragraph or the
whole of passage.
b. Predicting
In predicting, the students are asked to guess about what the author
is going to talk in the next text. The students need to activate their
background knowledge that they already have. The students need to
make hypothesis about the text.
According to Beatrice S. Mikulecky (1990:27), there are some
advantage why predicting activity is needed in reading class. In
doing predicting, students know why a text is being read. The
students also know the nature of the text in order to predict what the
form and content will be.
c. Questioning
In questioning, students ask to create some questions related with
the text. After they create some question, students need to make
sure that they are able to answer their own question. Questioning
21
arises between the students, it may be necessary to reread the
passage for better understanding.
Questioning activity also involves scanning. Scanning is a
high-speed reading skill used for locating specific information (Beatrice
S. Mikulecky, 1990:49)
d. Clarifying
Clarifying is an activity when teacher need to know about the
students who have comprehension difficulty. Comprehension
difficulties include the problems that ocur when students try
understand the text, unfamiliar vocabulary or unclear references. In
this level, students can re-read the text, consult the dictionary, or ask
for help.
5. Curriculum
Curriculum is one of important aspects when we as a writer want to
make a handbook. Nowadays, kind of curriculum used in Indonesia is
KTSP. KTSP stands for Kurikulum Tingkat Satuan Pendidikan. KTSP is
the operational curriculum developed by and implemented in each
educational unit. KTSP consists of unit-level educational objectives of
education, curriculum structure and unit level of education, educational
calendar, and syllabus (Panduan Penyusunan Kurikulum Tingkat Satuan
B. Theoretical Framework
The framework is used as the guideline in designing the materials. The
writer will use reciprocal teaching as the basis of the teaching learning strategies.
There are some steps in the process of designing English reading instructional
material based on reciprocal teaching strategy for the eighth grade students of
SMP Tarsisius Vireta Tangerang. Kemp’s instructional design model is adapted. The research uses Kemp’s instructional model, as stated in the six steps below:
1. Conducting need survey, specifying goals, topics, and general purposes.
This step is adapted from Kemp’s model. The data were gathered by
conducting need survey. The writer distributed a questionnaire to the eight
grade students of SMP Tarsisius Vireta and conducted an interview with
the English teacher in order to gather the supporting needs. The goals were
derived from needs survey. The topics were sequenced according to
logical order from a simple level to complex. Since this study is based on
Reciprocal Teaching Strategy, the goals of Reciprocal Teaching are to help
students to improve their comprehension and skills in reading and to create
an alternative method in teaching reading.
2. Determining the competency standards, the basic competencies, and the
Topics.
This step is adapted from Kemp’s model. The competency standards and
23
topic in order to achieve the competency standards and the basic
competencies.
3. Formulating learning objectives
The objectives were the indicators of what the students must achieve. The
students must be active in their reading passage, in the group work and
also in the class work.
4. Selecting and organizing subject content.
This step is adapted from Kemp’s model. In this step, the writer lists
specific strategies in reading activity called Reciprocal teaching. They are
predicting, questioning, clarifying, and summarizing.
5. Selecting teaching/learning activities and resources
Teaching learning process need to be situated in a good atmosphere to
motivate students. By creating comfortable situation in the classroom, it
may motivate the students in learning and facilitate them to achieve the
objectives.
6. Evaluation
In this process, there is an evaluation of the materials from the feedback
and comments given in the questionnaire which are distributed in the
post-design questionnaire to the English teachers of SMP Tarsisius Vireta
[image:42.612.103.508.182.594.2]Tangerang.
Figure 2.3 The Design Model
Figure 2.2 The Design Model Conducted in the Study
need survey, specifying goals, topics,
and general purposes
Determining the competency standards, the basic competence, and
the topics
Selecting teaching/learning activities
and resources
Formulating learning objectives
Revising the materials Selecting and organizing subject
content.
25
CHAPTER III
METHODOLOGY
There are several main discussions in this part. The discussions are about
research method, research participants, research instruments, data gathering
technique, data analysis technique, and research procedure.
A. Research Method
In order to answer the questions stated in the problem formulation namely
“How are English instructional reading materials based on Reciprocal Teaching strategy for VIII grade students of SMP Tarsisius Vireta Tangerang designed?”
and “What do English instructional reading materials based on Reciprocal Teaching Strategy for VIII grade students of SMP Tarsisius Vireta Tangerang look like?”, Research and Development method (R & D) was employed to develop a set of reading materials based on reciprocal teaching strategy. The
purpose of R&D is to bridge the gap that frequently exists between educational
research and educational practice and to take the research knowledge and
incorporate it into a product that can be used in the schools (Borg & Gall,
1983:772).
1. Research and Information Collecting
The survey was conducted to gather some informations as much as
possible for the learners and other sources as the foundation for designing
and developing the materials. Questionnaires were used to collect the data.
2. Planning
The writer started to collect sources that were used in designing the
materials. The writer formulated the goals, topic, and purposes in order to
plan the materials design.
3. Develop preliminary form of product
The writer made the design based on the students’ needs that were
obtained from the results of the questionnaires and also from the writer’s
observation. In this step, the writer started to design the materials based
on the needs survey results.
4. Preliminary field testing
The writer formulated post-design questionnaire to find out the opinions
and suggestions from the respondents. The respondents of the
questionnaires for materials evaluation were two English Junior high
school teachers and one English lecturer of the English Language
Education Study program of Sanata Dharma University
5. Final product revision
The results of the post-design questionnaire were used as the basis of
27
In order to make the explanation clearer, the writer make a figure of the steps
of the writer’s model that could be substitute into the steps of R and D cycle.
R and D Cycle Writer’s Cycle
3.1 R & D Cycle and Writer’s Cycle Step 1:
Research and Information Collecting
Step 2: Planning
Step 3: Develop prelimanary
form of product
Step 4:
Preliminary field testing
Step 5: Final product revision
Step 1:
need survey, specifying goals, topics, and general purposes
Step 2:
the competency standards, the basic competence, and
the topics
Step 3: Formulating learning
objectives
Step 4:
Selecting and organizing
subject content.
Step 5:
Selecting teaching/learning
activities and resources
The research uses three sections in designing the instructional reading materials.
They are:
1. Pre-design study
Data collection from students in order to find out the teaching
learning activities and investigate students’ needs (difficulties, goals,
conditions, ability levels in reading). In this step the writer collected the
data from the eighth grade and English teacher of SMP Tarsisius Vireta
Tangerang.
In this study, an interview was conducted in order to find out
learning activities used in reading class from one of the seventh grade
English teacher. The writer also distributed a pre-design questionnaire to
[image:46.612.103.512.282.568.2]the eighth grade students of SMP Tarsisius Vireta Tangerang in order to
figure out their interest, abilities and problem concerning in English
reading skill. Review of literature was used to collect research findings
and other information related to the planned development.
2. Material development
Development of the preliminary form of product consists of the
preparation of instructional materials and evaluation instruments. In the
material development, the writer applied steps 2 and 3 of R & D cycle.
They were planning and developing preliminary form of product.
29
devices. The data gathered from research and information collecting was
also used as a starting point to design the reading materials in order to
create appropriate materials for the eighth grade students of SMP Tarsisius
Vireta Tangerang.
3. Post-design study
In the post-design study, the writer employed step 4 and 5 of R & D cycle.
They were preliminary field testing and main product revision. The
evaluation data would be collected by using questionnaire. In this study,
preliminary field testing was conducted in order to obtain evaluation,
judgment, suggestions on the designed materials. The comments and
opinions would be used to revise and improve the designed materials.
The evaluation data then used to conduct the fifth step, main
product revision. This fifth step was conducted in order to revise and
improve the material design. The data for the post-design study would be
obtained by using questionnaire.
B. Research Participants
The participants of this research are eighth grade students of Tarsisius
Vireta Junior High School. Not only the students but also teachers of Tarsisius Vireta Junior high School will be the participant. They become participants because it is best suited with students in the higher level of learning process. The
research is conducted in the eight grade since it has been held that children under
C. Research Instruments
In doing the research, two kinds of instruments are going to be employed as
a means to collect the data. The first is interview, which is conducted in the
pre-design study. The questions of the interview are intended to learn the need of
students in regards of reading activities and their development in reading. The
second instrument is questionnaire, conducted in the post-design study and
intended to gather feedback, comments and suggestion on the designed materials.
Those are useful to evaluate and revise the designed materials. The questionnaire
will be done by students of Tarsisius Vireta Junior High School.
In this research and information collecting, the writer combined two types
of questionnaire in order to get appropriate information from students. This
questionnaire was called semi-open questionnaire where the writer used checklist
questions type for the eighth grade students of SMP Tarsisius Vireta Tangerang.
The writer made the questionnaire in Indonesia language to avoid
misinterpretation between the writer and the participants. By writing the
questionnaire in Indonesia language, it was hoped that the participants understood
the content of questionnaire and answered it correctly.
The writer also distributed the questionnaire to the English teacher of SMP
Tarsisius Vireta Tangerang in order to gather feedback, comments and suggestions on the designed materials. Moreover, the feedback, comments, and
suggestions would be used to evaluate and revise the design so that the writer
31
D. Data Gathering Technique
This section will elaborate the data gathering technique used in pre-design
study and post-design study.
1. Pre-design study
In pre-design study, the writer conducted the preliminary study by
conducting an interview to one of the eighth grade English teacher of
SMP Tarsisius Vireta Tangerang. The interview was done on May, 10th 2010.
The writer also distributes pre-design questionnaire to eighth grade
students of SMP Tarsisius Vireta Tangerang. The aim of distributing the
pre-design questionnaire was to know students’ interests, abilities, and
difficulties in learning English language especially reading. The
distribution of the pre-design questionnaire were obtained on May, 12th ,
2010.
Then, the results of questionnaire were used as the basis in
designing in reading materials.
2. Post-design study
In post-design study, the writer distributes post-design
questionnaire and the design materials to the teachers and lectures.
There are two teachers from SMP Tarsisius Vireta Tangerang and two
lectures from English Education Study Program of Sanata Dharma
materials was to get feedbacks, comments, and suggestions in ordet to
revise and improve the materials.
E. Data Analysis Technique
The data was obtained from the pre-design study and the post-design study.
1. Pre-design study
The writer analyzed the interview results with one of the eighth
grade English teacher of SMP Tarsisius Vireta Tangerang. The interview
results were analyzed descriptively. The data from the interview results
were analyzed by deriving conclusion for each answer of each question
and then made it into one main idea. After conducting the interview, the
writer distributed the pre-design questionnaire to the eighth grade students
of SMP Tarsisius Vireta Tangerang as the means of the diagnosis of the needs.
From the two instruments, the interview and the questionnaire, the
writer would gather the data in which these data were used as the basis in
designing the reading materials.
2. Post-design study
In the post-design study, the writer analyzed the descriptive
statistic data about the participant’ statements. Likert scale type and
open-ended questionnaire were distributed to two English teacher of SMP
33
suggestions on the design materials. The data would be used to improve
and revise the design materials.
The writer analyzed two kinds of data. The first one was the data
about the participants’ educational background. The description of the
participants is presented as follow:
Group of participants
Educational Background
Teaching Experience Sex
D3 S1 S2 S3 ‹ 1 1-5 5-10 10‹ M L
3.2 The blueprint of Description of the post-design participants
The second one was the descriptive data about the participants’ statements.
The questionnaire was in the closed form questionnaire. In this type of
questionnaire, the judgments of the participants’ statements use five points
of agreement:
1 : strongly disagree with statement
2 : disagree with the statement
3 : agree with the statement
4 : strongly agree with the statement
In concluding the data, this study used one of central tendency, the mean,
since it was appropriate way to conclude the data tendency. The table is
No Participant’ opinion on Central Tendency
N Mn
3.3 The blueprint of participants’ opinion on the design materials
Note: N : number of respondent
Mn : mean (indicator of central tendency of the sources set)
The mean was counted using the formulation below:
N
X
Σ
Χ =
Note : Χ : the range point
X
Σ : the sum of all score
N : the number of respondent
F. Research Procedure
The research employs ten steps, in which the procedures of designing the
materials are conducted.
1. Asking for permission to conduct research
Before designing the product, the writer will ask permission first to do
35
2. Conducting diagnosis of needs and gathering information
The writer conducts informal interview and gives questionnaire for
students and teacher to support observation. Those strategies are intended
to see the students’ interest, need, and characteristic.
3. Determining the competency standards and the basic competencies
Select the topic in order to achieve the competency standards and the basic
competencies based on the students’ interest.
4. Formulating the indicators
Determine the indicators to be stated as the specific objectives in this
research.
5. Determining and organizing the subject contents
Organize the content of designed materials which consists of pre-reading
activity, whilst-reading activity, and post-reading activity.
6. Determining and organizing the teaching learning experiences
Teaching learning process need to be situated in a good atmosphere to
motivate students.
7. Developing the set of instructional reading materials based on reciprocal
teaching strategy for VIII grade students of SMP Tarsisius Vireta
Tangerang.
The writer will construct four units of instructional reading materials for
the eighth grade students of SMP Tarsisius Vireta Tangerang because the
preliminary interviews to some English teachers of SMP Tarsisius Vireta Tangerang to get some information, suggestion and advices to complete the product before applying it. The design of the materials is based on
students’ needs, the theories of reading, reciprocal teaching strategy, and
the Kemp’s instructional design model.
8. Evaluating the materials using interview and questionnaire
The writer will conduct the questionnaire to two teachers of SMP Tarsisius
Vireta and one lecture of English Education Study Program of Sanata Dharma University.
9. Revising the designed materials
In the last procedure, the writer will revise the designed product or
37
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the results of the study. There are two questions in
the problem formulation which had been mentioned in the previous chapter.
Those include how to design reading instructional materials based on Reciprocal
Teaching for eighth grade students of SMP Tarsisius Vireta Tangerang and to
present a set of English reading instructional materials based on Reciprocal
Teaching for eighth grade students of SMP Tarsisius Vireta Tangerang.
There are three parts to discuss in this chapter. The first part discusses the
steps how to design the reading instructional materials based on Reciprocal
Teaching for grade eighth of SMP Tarsisius Vireta Tangerang. Secondly, the
writer shows the results of designing the materials based on the post-design
questionnaire. They were two English teachers of SMP Tarsisius Vireta
Tangerang and two English lecturers of English Education Study Program of Sanata Dharma University. Furthermore, the feedbacks from the teachers and
lecturers were used to revise and improve the designed materials. The last part
involves a brief description about the designed materials.
A. The Materials Development
In this part, the writer tried to show the result of designing the materials
answer the first research question stated in the problem formulation, the writer
elaborates six steps of the instructional design model used in this study. The
explanation of each step is as follow:
1. Conducting need survey, specifying goals, topics, and general purpose.
In order to find out student’s abilities and interest, the diagnosis of needs
was important. The needs survey was done to gather the necessary
information in developing the designed materials. The results of diagnosis
of need were used as the basis in making materials. Firstly, the need was
done by doing observations where the writer used as participants. Then, the
writer conducted the interview to both the eight grade English teacher of
SMP Tarsisius Vireta Tangerang. Secondly, the writer distributed
questionnaire to students of the eight grade of SMP Tarsisius Vireta
Tangerang.
There are two sections to discuss in this step. The first step is the result of
the interview. And the second step is the result of the pre-design
questionnaire.
a. The results of the interview with the English teacher
The first step to find out much information was interviewing the
eighth grade English teacher of SMP Tarsisius Vireta Tangerang.
There were ten questions to ask. Both of the eighth grade teacher gave
almost same information. The students had problems in the reading
39
Based on the teacher’s opinion students are mostly interested with
easy subject like sports. Students in junior high school are adolecent so
they are not accustomed to thingking and learning hard. The students
have perception that English lesson is difficult subject for them.
b. The results of the questionnaire distributed to the eighth grade students
After interviewing, the second to find out of information was
questionnaire. The first questionnare was pre-design questionnaire.
The pre-design questionnaire distributed to the eighth grade students of
SMP Tarsisius Vireta Tangerang. There were twelve questions that were divided into two part: part A and part B. The results of the
pre-design questionnaire were attached in Appendix. Part A consisted of
six questions that are used to get information about students’ abilities
and interests. Part B consisted of six questions that are used to find out
information about students’ reading comprehension strategies.
The result of questionnaire part A, on the statement of students’
opinion about their reading abilities; one student stated excellent in
reading, fifteen students stated good, two students stated bad, and nine
students stated good enough. After that, they stated their opinion about
English reading skill. Three students stated that English reading skill
was difficult. Nineteen students stated sufficient, four students stated
easy and one student stated that English reading skill was very easy.
The students also stated about the factors that made English
was one of factor. Fourteen students stated grammar, one student
stated diction, one student stated that the reading passage was very
difficult; one student stated how to read the reading passage and four
students didn’t answer the question.
Based on students’ opinion about the difficulties in reading English
passage, the writer made question about kind of sources which teacher
used in teaching reading. Three students stated magazine, twenty three
students stated book, two students stated journal, nine students stated
articles, one student stated short story, and one student stated
dictionary. In order to help the writer find the topic which was
interesting for the students, the writer asked about kind of reading
passage which was interesting to them. Thirteen students stated that
they like reading folktales, nine students stated comics, five students
stated letter, four students stated poems, three students stated novel,
and one student stated news.
In the following question, the writer found ten topics that students
should choose it. They were culture, education, modern life, news,
technology and science, film, music, sport, health, and nature. As the result, students selected four topics which were interested to them. The
topics were Eduation, Health, nature, and technology and science.
Part B in the questionnaire was made in order to know the
41
interpret the content of the story. Three students stated rarely, fourteen
students stated sometimes, six students stated frequently, and two
students stated always. The second statement related with the time that
students spend in reading English passage. One student stated that he
never spend a lot of time to understand a reading text. Eleven students
stated rarely, fourteen students stated sometimes, and one student
stated always.
The fourth statement related with prediction that students did. Six
students stated that they rarely predicted the meaning of unfamiliar
words or phrases from the reading passages. Nine students stated
sometimes, seven students stated frequently and five students stated
always. The next statement related with summarizing activities that
students did in reading skill. Five students stated that they never make
summary to create their understanding in reading passage. Eleven
students stated rarely, six students stated sometimes, and one student
stated frequently.
The fifth statement deals with the prediction that were produced by
the students after they looked at the picture in the reading passage. One
student stated that he never make prediction about the topic discussed
in the picture. Two students stated rarely, eleven students stated
sometimes, eleven students stated frequently, and three students stated
always. The last statement deals with the questioning that were
students stated that they never made questions, twelve students stated
rarely, and five students stated sometimes.
In order to make the description clearer, the writer make a table of
[image:60.612.103.511.228.699.2]the result of the questionnaire.
Tabel 4.1 Result of the questionnaire part A
No Statemets Opinions Number of
Students
1. Students’ opinion about their
reading abilities.
a. Excellent
b. Good
c. Bad
d. Good enough
1 15
2 9 2. Students’ opinion about
english reading skill.
a. Difficult
b. Sufficient
c. Easy
d. Very easy
3 19
4 1 3. Students’ opinion about the
factors that make english reading skill is difficult.
a.Vocabulary
b.Grammar
c.Diction
d.Reading is very
difficult
e.How to read the
passage f.
