THE INSTRUCTION
SKILL AT GRADE X
Manuscript Pub Degree of Magi
MA
MUHAMM
i
RUCTIONAL DESIGN FOR TEACHING OF R
GRADE X, SMA N 2 PATI : NATURALISTIC
MANUSCRIPT PUBLICATION
cript Publication in Partial Fulfillment of the Requirem of Magister in Language Study of Graduate Program
Muhammadiyah University of Surakarta
Written by:
SRI AMBAR WIYATI
NIM S200120044
GRADUATE PROGRAM
MAGISTER OF LANGUAGE STUDY
UHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
NG OF READING
RALISTIC STUDY
Requirements for the Program Magister of
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ADVISORS’ APPROVAL
THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING
SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY
by
SRI AMBAR WIYATI
NIM S200120044
Manuscript Publication has been approved by the advisors to be examined by the board of examiners.
First Advisor Second Advisor
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The Instructional Design for Teaching of Reading Skill
at Grade X, SMA N 2 Pati: Naturalistic Study
Ambar wiyati, Sri. S200120044. The Graduate Program Magister of Language Study Muhammadiyah University of Surakarta.
ABSTRACT
Reading is important skill as a means of developing second language competence. Those who read more will have larger vocabulary. As the result, they do better on test of grammar, writer better and spell better (Krashen, 1993). English teachers take a central role to help the students to achieve the reading competence, so they need knowledge of instructional design. This study was conducted to describe the instructional design for teaching of reading skill at Grade X, SMA N 2 Pati. The data of this study were the reading teaching learning of two English teachers at grade X, teachers’ and students’ interview. Each English teacher was recorded twice. The instructional design for teaching reading were: 1)the learning objectives, 2)the syllabus, 3)classroom procedure, 4)classroom reading techniques, 5)the instructional material, 6)teacher’s role, 7)student’s role, 8)media, 9)assessment. The data were analyzed based on the theories of instructional design components from Richards and Rodgers (1987: 146) in Fauziati (2009: 17-20), Fauziati (2010: 191-192, 207), Moore and Kearsley (1996), Harmer, J. (2004: 56-63, 78-79, 295-300). Meanwhile, classroom reading strategies were analyzed from Brown H. D. (2000).The result shows first that the components of instructional design for teaching reading at grade X, SMA N 2 Pati that have applied based on the theory: the learning objectives, the syllabus, classroom procedure, classroom reading techniques, teacher’s role, student’s role, media, assessment. Second, one of the teacher sometimes selected instructional material not related with syllabus. The nine components of instructional design were only one that was not properly done, so it was concluded that instructional design for teaching reading at grade X, SMA N 2 Pati has been done well. This findings of the study will hopefully give contribution to improve delivery of instruction and makes the teaching learning of reading effective, efficient.
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INTRODUCTION
In Indonesia, English is as a foreign language which is a compulsory subject in Senior High School. It is used all over the world, so that it is important language, learning English has four skills that are listening, speaking, reading and writing competence and becomes a need for the students. It is stated by Chomsky (2002), Reading is an important skill, it is a means of developing second language competence. In other words, reading ability affects the other skills. It is supported by study done by Kirn and Krashen (1997). They investigated five female adults acquired English as a second language. The study shows that the success of a learning a second language is by taking the power of reading. So by reading a lot, the students could improve their English. Student needs a will to read. When they to read, they do reading more often and with more effort. They become engaged in reading (Gee, 1999). Successful readers have a positive attitude toward reading, read more and so become better readers. As better readers, they have a large vocabulary. In this case, the teacher should motivate the students to read. In the final exam, the total test number is fifty numbers that consists of fifteen listening numbers and thirty five reading numbers, so the total reading numbers is 70 %. It means that reading comprehension is the largest target to achieve the final exam. The function of teacher should be creative in the teaching learning process. They should be able to create the instructional design.
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Teachers must know how to choose the material and media for instruction, how to make supplementary materials for the class, and how to adapt materials. Beside of lesson plan and materials that must be created by teachers, doing evaluation must be done. The evaluation purpose is to get feedback from students. The suitable test for teaching is achievement test. According to Jeremy Harmer (2001 : 321), stated that achievement tests are designed to measure learners' language and skill progress in relation to the syllabus they have been following. Achievement test only work if they contain item types which the students are familiar with ,for example, Teachers give students texts which have been seen before, it does not mean providing the students with similar texts, but different texts which have similar type. This test should reinforce the learning that has taken place, not go out of their way to expose weaknesses. The test can also help teachers to decide on changes to future teaching programmers where students do significantly worse in parts of the test than teachers might have expected. It is stated by Gage (1983: 73) that to satisfy the practical demand of education, theories of learning must be "stood on their head" so as yield theories of teaching, so English teacher must help students how to do something, giving instruction, do evaluation. The learning process that concerned with students, real interaction, and understanding of language studied by children are same as learning to their mother unconsciously that they are studying language. Teacher is one of the professional work in Indonesian. Their responsibility is hard and complicated, so They must become members of teacher's organization, joint workshops to share ideas, write articles, journals, action research to improve the teaching and learning process.
The reasons for choosing this topic is because of the crucial function of the instructional design for teaching of reading skill, especially at grade X, SMA N 2 Pati, as follows :
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2.The instructional design for teaching of reading skill, at grade X, SMA N 2 Pati is not be paid attend by English teachers. The Instruction design for the teaching of reading skill is significant in academic research in order practitioners of education know the development of the practice so that they can determine what they have to keep and change. Related to the context, this research relates to instructional design for teaching of reading skill at grade X SMA N 2 Pati. That is why the problem is very essential to be observed.
UNDERLYING THEORY
The understanding of some research theories is essential in the study. The writer discusses the theories related to the research. Reading is one of the language skills which needed be taught in language classroom. Students need to be able to read texts in English either for their careers, for study, or simply for pleasure. (Fauziati, 2010: 32). It is stated by Harmer (2005: 68), Reading texts also provide opportunities for students to learn vocabulary, grammar, pronunciation and even good models for English writing- the way sentences, paragraphs, or texts are constructed. Last but not the least, reading texts can introduce interesting topics and stimulate discussion.The ways of handling a reading class of which the emphasis on improving learners' reading skill are related to the classroom activity and classroom procedure.
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"instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.
Richards and Rodgers (1978: 146) stated that design specifies the relationship between theories of language and theories of learning to both the Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
Learning objectives are statments that describe what a learner will be able to do as a result of teaching. The researcher focused on the English teaching reading at grade X, SMA N 2 Pati. English teachers had to teach reading competence to reach the target of English lesson that included in the syllabus.The English teachers at grade X, SMA N 2 Pati, created the learning objective based on the theory in (Fauziati, 2010: 191-192). It consists of: student. Student will do, knowledge/skill. The scottish higher education council: 1998): personal transferable skill, what students will do, acquire further knowledge and skill. Syllabus is an outline of specific course prepared by instructor. It is named "Curriculum" that made by government. Teacher had studied it before doing teaching at class. Every syllabus needed to be developed on the basis of certain criteria, such as ‘learn ability’ and ‘frequency’ which can inform decision about selection and ordering. (Harmer, 2004; 295-300)
Classroom procedure was the steps that had been done by teachers to handle the learning, made their life easier and more effective in the teaching learning activity. The type of classroom procedure: SQ3R's Model (Survey, Question. Read, Resite, Review) by Francis Pleasant Robinson (1946),PPP's Model (Presentation, Practice, Production) by Lewis, (1993: 190) and Harmer (2004; 78-79),The Genre - based Model/ A Genre-Based Approach by Hammond et al. (1992: 17-24). In curriculum '13, English teachers taught reading based on the steps in syllabus that was called ‘scientific learning process’, described about steps that should be done by teacher during the learning, they were: 'Observation, questioning, exploration, association, and communication’. Meanwhile,
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tool for assisting in the instruction of a subject or course. The materials should teach students to learn, be resource books for ideas and activities for instruction/learning, give teachers rationales for what they do. Those items such as books, other printed matter, video, and audio recordings, and computer software, which are used as part of the instructional process. Carroll County Public Schools 125 N. Court Street Westminster, MD 21157 Adopted: ( 1986, Revised: 1990, 2002)
Teachers are someone who teach or handle class to reach the special purpose in teaching and learning. They can act out to be actor or actress in the class. Student’s activities are difficult to organizer without the teacher. Harmer (2004: 58 - 62) stated that the role of teacher consists of eight functions; controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Students are the target and object in teaching learning. They are one of the important participant and the main factors. The role of students were to be as performer and listener. However, there were four basic to be good learner; active planning, academic learning, social learning and effective learning
Media is tool that used by teacher to help students acquire new concepts of the skills and language competence, but they should be selective when choosing. The principle in the use of teaching media was no dominant source that could solve all problems in language teaching. (Tomlinson, 2001). However, assessment is a tool to get feedback and measure the student’s ability. It can be done by doing test that is used a method of measuring a person’s ability, knowledge, or performance in a given domain (Brown, 2004: 3)
METHOD
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Instructional design for teaching of reading skill at grade X, SMA N 2 Pati. Its data was
categorized into a few parts such as the main base for organizing and reporting results (Moleong, 2002: 3). The instruments used to get the data were interview, record, and observation. The writer wrote the transcript after recording to make data accurate.
RESULT
The instructional design at grade X, SMA N 2 Pati has applied the components of instructional design. Researcher found one of the teachers taught the hortatory type reading text that is not supplied on the syllabus, it means that the material is not related with syllabus. From the nine components of the instructional design, only one component that has not done properly, so researcher concludes that the instructional design of teaching reading at grade X, SMA N 2 Pati has been done well.
DISSCUSSION
In this study, the researcher analyzed document and data relating to instructional design for teaching reading.
Reading Skill
Based on these theories, the writer concludes that reading skill is one of English skill that must be taught in class for students who study English. Teacher should be creative to make the reading teaching be efficience by using classroom activity and classroom procedure. Reading skill is the ability of understanding texts through written texts. There is interactive between the reader's background knowledge and text, so the background knowledge of text is important for readers. In order to understand more about reading, it is worth discussing about micro and macro reading skill. Reading is the kind of text consists of paragraph, sentences, words and vocabulary.
Instructional Design
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Richards and Rodgers (1987: 146) in Fauziati (2009: 18-20) stated that the components of design : The general design and specific objectives of the method, a syllabus model, type of learning and technique activities, kinds of tasks and practice activities to be employed in the classroom and in materials, learners roles, teacher role, the role of instructional materials, Primary function of materials, the form of materials take (e.g. Text book, audiovisual), relation materials to other input, assumption made about teachers and learners.
INSTRUCTIONAL DESIGN COMPONENTS
There is nine elements of instructional design: learning objective, syllabus, classroom procedure, classroom reading techniques, instructional material, teacher’s role, student’s role, media, and assessement.
The Learning Objective
Based on research finding, the English teachers created the learning objective; Students can identify the social function, generic structure of short story narrative text, identify the language feature of short story narrative text, read fast to get the information through skimming, scanning, and inferences in text, make the differences between Indonesian and English short stories, students are able to arrange the descriptive text of person, place(history/place) that is suitable with social function, structure, language feature, describe the descriptive text, read recount text, report the history of events.
Based on the general analysis of learning objective above, it is clear that teachers had created the learning objective based on the theory. It consists of: personal transferable skill, what students will do, acquire further knowledge and skill. If the researcher drew conclusion, there would be three points; students, students’ activity and knowledge. The theory of ‘attitudinal’ was not written on English teachers’ lesson plan, but it was done during teaching learning process. It proved when students discussing, reporting, paying attention. This is the table given to make clearly:
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was not necessary to write; By individually, student can describe the historical event in front of class. Second, It was be possible for one of the learning objective, It would be happened more than one attitude/behavior, for example; “Students can identify the generic structure of short story narrative text”. The attitude of identify could be happened not only individually, but also grouping. The most important for creating learning objectives are; students, students’ activity and knowledge.To reach improving knowledge and skill, the learning objective was made based on syllabus. From the analysis, it concluded that English teachers had created the learning objective based on theories and syllabus.
Syllabus
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there was only three types of syllabus: Genre based syllabus, grammar/structural syllabus and multi syllabus.
A grammar or structural syllabus Is the syllabus type. It contents of the language teaching is a collection of the forms and structures of the language being taught, so students gradually acquire a knowledge of grammatical structures, leading to an understanding of the grammatical system. Compulsory class learnt the grammar of noun phrase because there was the descriptive genre, so it had to describe person, place, and things. Noun phrase was also used in teaching recount genre to tell about experiences. When teacher taught narrative text, they explained the modal auxiliary verb. In the speaking competence used the grammar of simple present tense to introduce oneself. However, at optional class, the kinds of grammar that was taught: past, adverbial, future, present tense.
The multi syllabus was applied when English teachers taught genre text, then continued with grammar related in the text. Researcher observed that teacher taught the narrative text, then continued with simple past tense and direct in direct speech. The descriptive text was taught, continued with simple present tense and conjunction. And when teacher taught recount text, the grammar was suitable the simple past tense.
Curriculum ’13 syllabus for grade X Senior High School, there was not hortatory genre text, but when researcher observed the compulsory class, teacher taught hortatory at X science 3 and 5, it was taken place on January, 3rd 2014 and March, 23th 2014. When researcher asked why hortatory must be taught, the teacher answered that the material supplied in the hand book. From the data, it could draw conclusion that sometime the teacher taught at class without paid attention with syllabus, but focused with the book used. This was a problem in the English teaching learning, so it was better teacher studied the content of syllabus before teaching activity.
Classroom Procedure
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questioning - exploration and association, 2) review - communication. The first model, Observation activity showed the teacher gave film to make students were ready and enjoyed the lesson, then questioning, teacher gave questions related the film seen, exploration, teacher gave the type genre text, discussed together with students, the last, association, teacher made students report the task and other students gave feedback. The second model, review, teacher asked and made students get out the homework, then communication, teacher asked students read synopsis of text and other students gave respond. Based on the theory and data, researcher concluded that there was not theory that exactly applied in reading English teaching, but SQ3R model was just nearly similar with the English teacher classroom procedure done. The survey activity was similar with observation, Question related with questioning, Read and resite had the same activity of exploration, review related with association. However, communication was done when teacher gave the students homework, for example browsing internet, making journal, diary, synopsis. PPP model was suitable for teaching grammar, however, genre based model, the activity that had been applied; building knowledge of the field, modeling, joint construction, there was not communication activity.
Researcher gave conclusion that curriculum’ 13 made English teacher easier to handle the class because there was the classroom procedure in the syllabus, teacher only explored it to make students enjoy the lesson.
Classroom Reading Technique
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report. Meanwhile the silent reading happened when students did the task, and daily test. It could be concluded that the reading technique that was always used for English teachers at SMA N 2 Pati, grade X: identity the purpose, silent reading, skimming, scanning, guessing when you are not certain, reading aloud, however, semantic mapping was seldom applied, and the others, analyze vocabulary, distinguish between literal and implied meaning, capitalize on discourse markers to process relationship were never used in reading English teaching at class.
Instructional Material
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never made parent’s agreement to select the books, so the role of reconsideration committee was never done. Researcher gave opinion that it would better institution, teacher and parent worked together to select the text books.
The Role of Teacher
Teacher is to be controller that do activity likes taking the roll, reading aloud. Organizer means teacher should organize students from engage-instruct-initiate –feedback organizer. Assessor, teacher should give the students be sure that something are right or correct. Prompter means teacher hold/let students work things out. Participant, teacher should take the participant that what students do. Resource, teacher can be master the teaching learning material. Tutor, teacher can offer of general guidance, describing something, and care to be taken. Observer, teacher observes all of the student’s activities.
Researcher found that English teachers at grade X, SMA N 2 Pati had done all of the teacher’s roles; controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Teachers did controller for giving instruction, for example; asked students to open the book, report the answered, moved around group by group when students discussed. Organizer, teacher opened, explained, closed the learning. Assessor, teacher assessed students to complete the answer, understand which one was right or false. Prompter, teacher gave students motivation and opinion. Participant, teacher did participant as the students’ activity, Resource, teacher gave students material. Tutor, teacher handled the class run smoothly, and the last teacher observed all of students’ activities, for example; students’ answered, discussion, reporting the work. Teacher not only paid attention, but also gave feedback. Controller, organizer, assessor, prompter, resource, tutor, and observer were always done at the lesson, but the role of participant was seldom done by the teachers, Researcher gave suggestion that it would better the role of participant would be always done by English teacher, so it could make students be interested in the lesson.
The Role of Student
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learning. Students at grade X, SMA N 2 Pati had the role of student as to be listener and performer. Students as performer was found when students answered questions, got mastering the material, communicate the idea to teacher or other students, read aloud in front of class. Students as listener was happened when students listened the video or film, teacher’s explaining, other students’ answered. Students listened carefully all of them to make them understand and gave feedback in the learning process. It concluded that the role of student had been done better at grade X, SMA N 2 Pati, not only student as performer, but also as listener. Researcher suggested that both of the roles of student would be improve, so the teaching learning could be increased significantly.
Media
The media that had been used at grade X, SMA N 2 Pati in reading English lesson was film, printed media, internet. Film was the kind of media that teacher gave to the students in the early of teaching learning process to make students enjoy and be ready for the new material, for example; the film of Cinderella, Pinokio, flood disaster. The printed media was the text books that used in teaching learning. There were “Smart English, Pathway to English for Senior High School grade X”,“Developing English Competence for Senior High School grade X, English dictionary. Internet was used when teacher created power point to explain the material, gave students’ home work. There was many kinds of media that could be used in teaching learning.
Assessment
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CONCLUSION
Based on findings, it concludes that instructional design for teaching of reading skill at grade X, SMA N 2 Pati had been done well. It is worth presenting the pedagogical Implications that can be considered as contribution of the study to the teaching of English, especially the instructional design of teaching reading at grade X in the curriculum’ 13. The importance of instructional design are to improve delivery of instruction, and make the teaching learning effective, efficient.
First, the instructional design in teaching reading can improve delivery of instruction because teachers have designed the material, classroom procedure, and classroom reading technique based on the learning objectives, so they can develop the student’s competence related to the syllabus or curriculum standard. Second, it makes the teaching learning effective, efficient. The process of design itself focuses on efficient. It means that teachers apply all of the instructional design elements (the creation of learning objectives, classroom procedure, material selected, reading techniques used, understanding of student’s role, applying the role of teacher) in an organized way. The concentration on designing appropriate strategies promotes the appeal of instruction. The process of evaluation provides the opportunity to revise instruction to make it more efficient. If the instructional design can run in efficient, it will reach the teaching learning target successful that is called effective lesson. The effective instructional design can help student to get achievement and establish lifelong learners. English teachers can get the knowledge to have the reflection from this study, so it improves the teaching of reading. Teachers, especially those in higher education may find it beneficial as valuable input to better understand and raise the knowledge about the instructional design of teaching reading at grade X.
SUGGESTION
After done the study, there is the suggestion that given: There are several areas where further research about the instructional design of teaching reading may be conducted for grade XI, XII or in other schools. This study examined only teaching reading, so another research may be examined about listening, speaking, or writing.
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should select properly and ask for committee’s idea the text books and media used to make the effective teaching reading.
The institution should facilitate the hot spot area to increase the learning process, so teachers and students will be easily improving the knowledge. Especially for the headmaster, the instructional design knowledge should be used to supervise English teachers in this institution.
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