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DESIGNING A SET OF SUPPLEMENTARY READING MATERIALS USING THE ADAPTATION OF LANGUAGE EXPERIENCE APPROACH
FOR THE SEVENTH GRADE STUDENTS OF SMP N 8 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Caecilia Retnaningtyas Sabdojati Student Number: 011214019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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DESIGNING A SET OF SUPPLEMENTARY READING MATERIALS USING THE ADAPTATION OF LANGUAGE EXPERIENCE APPROACH
FOR THE SEVENTH GRADE STUDENTS OF SMP N 8 YOGYAKARTA
By
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To all the students whom we have taught
And from whom we have learned
T his thesis is dedicated to:
M y beloved B apak and I bu
M y brothers Y osep and M ati us
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STATEMENT OF WORK’S ORIGINALITY
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ACKNOWLEDGMENTS
Praise be to Lord Jesus, the Almighty. Only because of his abundant blessings I could accomplish my thesis. I am also so blessed to have people who have supported and facilitated me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.
My special gratitude goes to Drs. Concilianus Laos Mbato, M. A., my major sponsor, for his willingness to guide me in writing the thesis. I also thank God for having Made Frida Yulia, S. Pd., M. Pd., as my co-sponsor. I thank her for sharing her occupied time and energy to give valuable criticism towards my thesis. Without both of them, I would not have been able to accomplish my thesis.
My deepest gratitude goes to my beloved family. I should thank God for giving me Bapak and Ibu. The love, affection and patience they give me make me strong. I am lucky just to ha ve Mas Yosep who always cares about me and gives everything I need. I also owe Dik Matius who has worked hard to help me do this and that. He makes everything easier. I am happy to have my only sister Dik Maria, a very good friend for sharing tears and laughter. She always supports me when I am down. I dedicated this thesis to all of them.
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next to me. He urges me just to be myself. I learn many things from our relations. I cherish the love he gives me.
I am greatly indebted to the English teachers of SMP N 8 Yogyakarta; Mr. Priyadi, Mrs. Rosa, Mrs. Septi, Mr. Ibnu, and also the lecturer of the English Language Study Program of Sanata Dharma University, Miss. Mitha. I thank Sr. Margarate O’Donohue FCJ for correcting my thesis and for giving me chances to share everything with her. I thank her for encouraging me to do the best I can. They gave me a hand during the process of my thesis writing with open arms.
I have been through so many things to accomplish this thesis. I thank Mas Anwar for giving me a favor in making the CD’s label and cover look magnificent. I thank Angga who was willing to facilitate me and share everything, Mbak Mis who has become a nice sister, Nita and Bagus who make my family more cheerful, Widya
and Iwuk who are very generous and helpful. I am happy that we always together through thick and thin. I also thank Indah, my lovely sister, for her affection and attention. I would not have accomplished it without them. I thank Henry for sharing experiences, ideas, and everything. Next is to my boarding house friends; Bebex, Nina, Tatia, Santi, Endang, Eka, Agnes, Ani, Hari, and Rina. They are all unique. I learn so many things about understanding, loyalty, and patience through togetherness.
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and all my friends of PBI’01. All we have been through are becoming beautiful memories in my mind.
Finally, my gratitude also goes to those whom I cannot mention by names. May God bless them and make them prosperous.
.
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TABLE OF CONTENTS
TITLE PAGE………...
PAGE OF APPROVAL………..
PAGE OF THE BOARD OF EXAMINERS ………..
PAGE OF DEDICATION………..
STATEMENT OF WORK’S ORIGINALITY………...
ACKNOWLEDGMENTS………..
A. Background of the Study ………..………. B. Problem Identification ………..………. C. Problem Limitation ………...………. D. Problem Formulation ……….……… E. Research Objectives ………... F. Benefits of the Study ………...……… G. Definition of Terms ……… CHAPTER II LITERATURE REVIEW
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2. Language Experience Approach.………...………... a. LEA to Classroom Organization………... b. The Basic Technique of LEA……… …………... c. The Adaptation of LEA………. d. The Stages of Language Acquisition……….. …. 3. Instructional Design Models...………..
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
A. The Stages in Designing the Materials………. 1. Conducting Needs Survey..………... a. The Data from the Questionnaire…..……….... b. The Data from the Interview……….. ……….. 2. Determining Goals, Topics, and General Purposes……... ………….. 3. Specifying Learning Objectives ………... 4. Listing Subject Content ……… 5. Selecting Teaching Learning Activities and Materials……….………
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6. Designing the Materials……… 7. Evaluating the Designed Materials...……… 8. Revising the Materials………..……… B. The Findings of the Designed Materials Evaluation ……….. 1. Description of the Respondents of the Post-design Survey……...…... 2. Data Presentation ………. a. Descriptive Statistics ……….... b. Respondents’ Opinions on the Designed Materials... ……….. c. Respondents’ Suggestions on the Designed Materials………. C. The Revision and Improvement of the Designed Materials…...…... D. Presentation of the Instructional Materials Design ………. CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ………. B. Suggestions ………...
REFERENCES ………..…………..
APPENDICES………...
Appendix A The Letter of Permission………...………... Appendix B The Needs Survey Questionnaire………. Appendix C The Evaluation Questionnaire………..……… Appendix D The Interview Guidance ………. Appendix E The Results of the Needs Survey.……….…….... Appendix F The Basic Competencies………….…………..……… Appendix G The Indicator(s)……… Appendix H Syllabus……… Appendix I The General Description of the Designed Materials………. Appendix J The Presentation of the Designed Materials ……….………
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LIST OF TABLES
Table 1: Respondents of the Survey Study (Blank)……….………… Table 2: Points of Agreement on the Designed Materials...……… Table 3: The Respondents’ Opinions on the Designed Materials (Blank)…... Table 4: The Results of the Needs Survey………..………... Table 5: The Basic Competences……….……… Table 6: The Indicator(s)………....…….… Table 7: The Description of the Respondents………….………...
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LIST OF FIGURES
Figure 1: Kemp’s Model ………... Figure 2: Yalden’s Model ……….. Figure 3: The Writer’s Framework Adapted from Kemp’s and Yalden’s Models...
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ABSTRACT
Sabdojati, Caecilia Retnaningtyas. 2007. Designing a Set of Supplementary Reading Materials Using the Adaptation of Language Experience Approach for the Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: English Language Education Program, Sanata Dharma University.
The study aims to design a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta. Developing materials using the adaptation of the Language Experience approach is potential in improving students’ motivation and reading skills.
The study deals with two problems: (1) How is a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta designed? and (2) What does the set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta look like?
To solve the first problem, the writer adapted and combined the instructional design models offered by Kemp and Yalden. There were eight steps to design the materials, namely: (1) Conducting a Needs Survey, (2) Determining Goal, Topics, and Gene ral Purposes, (3) Stating Learner’s Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Resources, (6) Designing Materials, (7) Evaluating the Designed Materials, and (8) Revising the Materials.
The writer conducted educational research and development (R&D) in which the research process was used to develop a set of supplementary reading materials. To gain data for material development, the writer conducted survey research. It was divided into two stages, pre-design survey and post-design survey. In conducting the survey study, the writer used two instruments, namely questionnaires and an interview. The first questionnaire was distributed to 38 students of class VII-5 of SMP N 8 Yogyakarta to assess learners’ needs. Besides, the writer conducted an interview with their English teacher to collect additional information. Having finished designing a set of materials, the writer distributed the second questionnaire to a lecturer of English Language Study Program of Sanata Dharma University and four English teachers of SMP N 8 Yogyakarta to obtain opinions, comments, criticisms, and suggestions on the designed materials.
To solve the second problem the writer presented the final version of the designed materials. There are two major parts in each unit. The first is “Prior
Project”. A number of tasks should be completed before starting the lesson. The
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It! (3) Explore Your Story! (4) Word Bank and Story Collections. They are done
during the learning process in class. The presentation of the final version of the designed materials can be seen in Appendix J.
Based on the results of the post-designed survey, the writer concluded that the designed materials were acceptable and appropriate. It was shown from the data presentation of the descriptive statistics in which the grand mean is 4 (four). However, some revisions and improvements were still made to present better designed materials.
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ABSTRAK
Sabdojati, Caecilia Retnaningtyas. 2007. Designing a Set of Supplementary Reading Materials Using the Adaptation of Language Experience Approach for the Seventh Grade Students of SMP N 8 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Studi ini bertujuan untuk mengembangkan materi membaca pelengkap dengan menggunkan adaptasi Language Experience Approach untuk siswa kelas tujuh SMP N 8 Yogyakarta. Mengembangkan materi dengan menggunakan adaptasi Language
Experience Approach berpotensi untuk meningkatkan motivasi dan kemampuan
membaca.
Terdapat dua permasalahan dalam studi ini: (1) Bagaimana merancang satu set materi membaca tambahan dengan menggunakan adaptasi Language Experience Approach bagi para siswa kelas tujuh SMPN 8 Yogyakarta? (2) Bagaimana tampilan materi tersebut?
Untuk memecahkan permasalahan pertama, penulis mengadaptasi dan menggabungkan dua model yang dikemukakan oleh Yalden dan Kemp. Ada delapan tahap dalam perancangan materi, yaitu: (1) melakukan survei untuk mengetahui kebutuhan siswa, (2) menentukan tujuan, topik dan tujuan umum, (3) merumuskan tujuan pembelajaran, (4) mengurutkan materi belajar, (5) memilih aktifitas belajar/ mengajar dan sumber pembelajaran, (6) merancang materi, (7) mengevaluasi, dan (8) memperbaiki.
Untuk memecahkan permasalahan kedua, penulis menampilkan hasil akhir materi. Ada dua bagian utama di setiap unit. Pertama adalah “Prior Project”. Sejumlah tugas harus dikerjakan sebelum memulai pelajaran. Kedua terdiri dari empat bagian, yaitu: (1) Tell Your Story!, (2)Let’s Write and Read It!, (3) Explore
Your Story!, (4) Word Bank and Story Collections. Kegiatan tersebut dilakukan
selama proses belajar di kelas. Penyajian materi dapat dilihat pada Lampiran J.
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Berdasarkan hasil penelitian paska perancangan materi, penulis menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata adalah 4 (empat). Namun demikian, beberapa perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.
CHAPTER I
INTRODUCTION
To reveal a thorough discussion of the main problems of the study, the writer presents several important points. Systematically, chapter one elaborates the background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
Reading can draw imagination to see whatever physically eyes could not see and go wherever the mind wants to be. When someone enjoys reading, his imagination visits places and sees any objects that fascinate him without leaving his place. Reading takes us out of our country and ourselves. It provides experiences through which the individual may expand greater knowledge achievement of anything that exists in the world.
Solita Sarwono (2002), a psychologist, affirms that reading stimulates imagination and analytical concept. It is believed that the habit of improving imagination is beneficial to sharpen the wits. Let us look at Indonesian history about the vice president of Indonesia in 1978-1983, Adam Malik (2005: 29). It is written there that only few people know that this intelligent man only finished his primary education. However, people should believe that it was his amusement at reading that formed his intelligence. Reading books had extended his knowledge and enabled him to possess critical thinking so that he could struggle and dedicate his thought to the development of the country. Hence, everyone needs to form reading habits in order that he can take the advantages of reading.
There is a reasonable explanation why people who are avid readers possibly have good communication skill in social intercourse. Bright and McGregor (1973: 52) say that general knowledge depends on reading. It means that the content of reading can enrich the knowledge of the reader, thus he would be able to participate confidently in all topics of discussion. It helps someone to enter various classes of society easily. Reading also forms the reader’s mind to be more realistic and logical. He would be accustomed to expressing ideas in comprehe nsible and logical sequences so that other people could understand the points of discussion. As a result, an effective communication will always occur.
of cultural science faculty of UI, states that Indonesian people do not believe that reading can make them happier and more intelligent. They lacked motivation to read. The students’ poor reading motivation influences their ability in reading English. Based on the results of the questionnaire distributed to the seventh grade students of SMP N 8 Yogyakarta and the interview with one of their English teachers, the students faced some problems in reading English texts. First, there were too many difficult words. Inevitably, they could not find the meaning of what they read. Second, sometimes the students were given unfamiliar topics to read. They did not have an adequate background of knowledge which is needed to comprehend the reading text. The last, the reading activities were monotonous. Therefore, the students were often reluctant to do the tasks. Presumably, those problems in reading affected their reading interest and motivation.
Motivation is a key to learning by which the students have impulse or desire to do it. Motivation is seen as the fulfillment needs. The EFL student who is meeting needs in learning to read the language will be positively motivated to learn. However, there is no single or simple way to change all students’ attitudes toward reading.
Indone sian schools commonly use Basal Reader Approach, which is the common practice involving the use of textbook as the approach in teaching reading. It seems preferable to use this approach because the program has been presented as a safe, well-controlled system for teaching reading (Dixon and Nessel, 1983: 10). There are sequence charts which appear to provide systematic instruction that teacher can use when conducting the lesson.
experiences, for instance, sharing and discussion about the results of observations and interviews. A careful comprehension toward students’ ability and interest is required to conduct enjoyable as well as effective reading activities.
In the study the writer introduces the adaptation of Language Experience Approach (LEA) as the basis for designing a set of supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta. LEA was first introduced in 1960 by Professor Roach Van Allen (www.lyteracyconnections.com). He showed how it creates a most natural bridge between spoken language and written language.
“What I can think about, I can talk about. What I can say, I can write.
What I can write, I can read.
reading text closely matches the learner’s own experiences and oral language patterns (Tierry, Readance, and Disher, 1980 as cited by Dixon and Nessel, 1981: ix).
LEA is initially intended to teach reading to the students of English as a second language. However, this approach has been adapted by many experts for the necessity of teaching reading to the students of English as a foreign language. Considering the students’ English ability and the function of English as a foreign language, some experts develop learning media based on LEA to help the students learning reading. Language Experience Charts and key word are the adaptation of LEA which are used to help students learn using LEA. Further discussion can be found in Chapter II.
The designed materials begin with simple instructions, especially in the session of creating one’s own story, which can be hard for the students to do. For example, the teacher provides an incomplete reading text. Some words are missing and the teacher asks the students to fill in the blank spaces. Another example, the teacher provides an unfinished story. Students may complete the story based on their personal experiences. Those activities can help the students to be familiar with the new techniques.
to participate verbally in the discussion, thereby practicing oral language in a natural communication setting. The dictation itself serves as the basic material for developing reading ability. Writing their personal stories is a natural extension. The reading program by using the adaptation of LEA is well-designed, allowing maximum adjustment to learning needs and improving self-confidence and self worth.
B. Problem Identification
The world where humans live today has witnessed a tremendous progress in the field of science and technology affecting all facets of life and shrinking this expansive world. People should be aware of the changes in the human life and the environment that could bring profit or even loss to human life. Certainly, people need to keep up with what is going on today. It is reading that can be one of the information sources. Besides, reading helps people sharpen the intellectual quality and possess critical thinking, which are totally useful in determining the best way to live.
This manner, however, will lead students into failure in forming their appreciation towards reading and will not have awareness of the importance of reading which is found useful in facing the challenges of their future life.
The fundamental consideration is that a teacher needs to find the best method of teaching reading to the seventh grade students in relaxed and encouraging circumstances. In the end, the students will have the habit of reading and take extraordinary advantages of it. Therefore, the writer introduces Language Experience Approach (LEA) as the basis for designing a set of supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta. LEA is characterized by the students’ active learning which involves close relation between thinking, talking, writing and reading while teacher has the duty to stimulate, monitor and evaluate the students’ learning activity. LEA to reading instructions is based on the student’s experience. This approach is considered suitable for Indonesian students’ needs of learning reading. Students of English as a foreign language would best accomplish reading instruction when the reading materials are based on the real life experiences that are meaningful to them. They need many opportunities to practice reading in a setting which is both comfortable and familiar.
C. Problem Limitation
writer only designed the materials and did not test the materials to see their effectiveness. The designed materials are intended to help the students gain greater competence of reading in enjoyable and encouraging ways.
LEA uses a natural way of helping students acquire all language skills. Therefore, the writer attempts to develop a set of reading materials by heavily emphasizing the use of adaptation of the Language Experience Approach (LEA). The central concept of LEA is the use of experiences to create a reading text and make reading a meaningful process. This method can make the students interested in learning reading.
The chief target of implementing the adaptation of LEA is to help students to learn reading in a more comfortable and encouraging way by giving the students freedom to create reading materials based on their experiences. Consequently, the teacher encourages the students to create meaningful reading. He should not force the students to use appropriate vocabulary and language pattern during the dictation, because it can lead them into a frustrating learning situation. Otherwise, the teacher should be able to make enjoyable activities.
D. Problem Formulation
Referring to the previous explanation, the writer formulates two problems that are to be discussed. They are stated as follows.
1. How is a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta designed?
2. What does the designed set of materials look like?
E. Objectives of the Study
In accordance with the problem formulation above, this study aims to:
1. design a set of supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta. 2. present the designed set of materials.
F. Benefits of the Study
This study is expected to give beneficial contribution to those who are concerned with education especially for:
1. English teachers
2. The seventh grade students of junior high school
The students are hopefully encouraged to build their reading motivation by learning using Language Experience Approach since the students are given freedom to participate in creating the reading materials pursuant to their interest and daily life experiences. Furthermore, assisted by the teacher, the students could learn integrative language skills: speaking, listening, writing, and reading.
3. Other researchers
The results of the study hopefully provide beneficial information and give a stimulus for further study. By using the adaptation of Language Experience Approach, better and more interesting materials could be presented.
G. Definition of Terms
The following are some definitions of terms which are used by the writer in the study.
1. Design
Design is defined as “the general arrangement of developing plan to guide educational activity in situation” (Ho ule, 1978: 230). In the study, the writer develops a set of supplementary reading materials using the adaptation of Language Experience Approach.
2. Supplementary materials
In Oxford Advanced Learners’ Dictionary, (Hornby, 1995: 1200) supply means ‘’to give something that can be added to something else to improve or to complete it.” Thus, supplementary means addition of something to improve something else. In this study, supplementary means that a set of reading materials is designed to improve or to develop the existing reading materials used in the classroom.
3. Reading
Reading is regarded as “the ability to make sense of written or printed symbols. The reader uses the symbols to guide the recovery of information from his memory and subsequently uses this information to construct a plausible interpretation of the writer’s message” (Mitchell, 1983: 1). According to Ibson and Levin (1979: 5), reading is extracting information from a text. It is stated that the text is not merely the printed words but also the combination of text and pictures, diagrams, graphs, illustration and so on. In this study, reading can be understood as the ability to make sense of the combination of printed words with pictures, diagrams, graphs, illustration and so on by recalling the information based upon individual experiences.
4. Language Experience Approach
speaking, reading, writing and listening as comprehensive components of language instruction. In practice, LEA recommends unstructured, spontaneous, and meaningful contexts to be provided. Therefore, the students’ prior knowledge, background experiences, and participation in preparing the reading materials are of paramount importance in this approach.
5. The Adaptation of Language Experience Approach
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CHAPTER II
THEORETICAL REVIEW
This chapter mainly discusses the theories supporting the study. There are two parts of discussion. The first part will examine the theoretical description conveying three main points, namely the nature of reading, Language Experience Approach, and Instructional Design concept. The second part is the theoretical framework which summarizes all major relevant theories to help the writer solve the problems.
A. Theoretical Description
This part will examine several theories which support the study. The explanation will be presented into several sections as follows.
1. Reading
a. The Concept of Reading
The assumptions teachers make about the nature of reading determine their choice of teaching methods and materials (Reason and Boote, 1987: 43). It allows for a decision to be made about selecting methods and materials in a logical and rational manner. After determining the concept, the teacher is free to modify the approaches and materials which may be required to use.
a logical interpretation of the writer’s message. In other words, the reader’s knowledge determines his or her ability in receiving the writer’s message. Similar to the previous statement, Anderson as cited by Nunan (2003: 68) defines reading as “the fluent process of reader combining information from a text and their background knowledge to build meaning.” For the success of reading, it is necessary that students acquire appropriate linguistic knowledge and background knowledge. These two knowledge sources are essential for build ing the reader’s comprehension.
Goodman (1976) and Smith (1978) as cited by Vacca (1981: 12) define reading as an active process of deriving meaning. A reader interacts with print in an effort to understand the author’s message and makes sense out of what she or he reads. Reading is not simply a passive process. It is more than seeing words clearly, more than pronouncing printed words correctly, more than recognizing the meaning of isolated words. Reading requires thinking, feeling and imagination.
b. Effective Reading Instruction and Grouping Plans
According to Rouch and Birr (1984: 137-138), there is a high correlation between teacher behavior and student learning. Below are two areas of teacher behavior that promote maximum learning for students.
1) Instructional Considerations
variety of interesting activities are important to make the learning enjoyable. Third, the teacher should give clear directions so that the students will know both the teacher’s expectations and their responsibility. Fourth, the teacher should give students cues to help elicit the correct response rather than supply immediate answer or call on another student when a student fails to answer. Fifth, the teacher is encouraged to use any teaching tools which support the learning.
2) Psychological Considerations
Regarding the psychology of the learner, the teacher should consider some points. First, in planning learning activities, he should consider the development of the students’ character, not their grade level. Second, he encourages the students to listen when another student is attempting to contribute some ideas to a discussion. Third, whatever contribution a student is able to make, even if his answer is incomplete, the teacher should be able to recognize.
c. Teaching Reading Comprehension
Previously, teaching reading simply emphasized accurate and fluent pronunciation. Today, a dominant goal of reading is comprehension. This means the ability to find meaning in what is read (McNeil, 1980: 129). The idea of gaining understanding, meaning, or knowledge from reading is emphasized.
There are two specific comprehension skills and techniques that help students understand what they are reading (McNeil, 1980: 129-130). The first is
stated information. At this level, to comprehend means they must have vocabulary knowledge, know how to follow the structure of the passage and know how to locate answers to specific questions. The second is inferential comprehension. It requires the student’s understanding in order to find meanings of what is read. Therefore, they need to possess a general ability to reason with the information presented, to be aware of linguistic clues, and to draw from personal experiences to what author has written.
Comprehension is the main goal of today’s reading program. Each teacher is expected to develop a set of reading program which facilitates the students in gaining the comprehension. To do this, Rouch and Birr (1984: 4-6) propose six factors affecting students’ comprehension which can be teacher’s guideline in developing his reading program.
1) Difficulty of Materials
A teacher should be aware of the readability levels of the written materials being used in the classroom. He or she needs to check whether students are having problems in understanding what is being read. Giving them too difficult materials can make them frustrated and lose motivation.
2) Grouping for instructional materials
3) Interest
To develop the students’ reading comprehension skill, the selection of written materials should consider their interest. The students’ interests are varied. Therefore, various materials can help students enjoy the reading.
4) Background of experiences
Developing the background will help students to understand the concept included in the written materials. Comprehension involves an abstract thinking process based upon understanding of concrete facts. Students cannot fully grasp the meaning of the sentence unless they truly understand the concept of certain things. The understanding can be accomplished through discussion or by presenting pictures or story reading. In many instances the real experiences of the students can be related to the written materials.
5) Purpose for reading
Students should understand the purpose for reading before they start reading. It can be established in many ways, such as discussion about the materials, student’s experiences related to the topic and benefit they can take from the reading material.
6) Reading rate
frustrated. Second, there is no one speed of reading. It means different materials need different speed of reading.
2. Language Experience Approach
Tierney, Readence, and Disher (1980) as cited by Dixon and Nessel (1983: x) suggest that reading is easier when the reading text closely matches the learner’s own experiences and oral language pattern. Language Experience Approach (LEA), one of the reading approaches, is considered potential in facilitating the students to improve English language competence especially reading. The basic concept of LEA is that students are given freedom to create the reading text based on their own experiences and to make reading a meaningful process.
a. LEA to Classroom Organization
LEA to reading takes its direction from the experiences of individual students. This means a reading class instructions centers on students’ interests and participation. There will be a great deal of sharing, discussion, listening, telling, dictating, and “reading back” of the written material. The teacher modifies the classroom setting to become, for example, meeting places, teamwork positions, private reading positions, and private reading spots.
Basically, LEA has three specific features that differ from those of Basal Reader Approach (Searfoss and Readence, 1985: 114). The first feature is “child initiated”. It means the students tell story from their experiences. At the second feature called self- selected and child-paced, the students determine how fast instruction will go, which topic will be discussed, and which activities will be used to reinforce learning. At the last feature called child-language-based, the students use their own vocabulary to describe their experiences.
b. The Basic Techniques of LEA
The original techniques of LEA cover five steps (Searfoss and Readance, 1985: 119-120). They are:
Step 1: Getting Started
Step 2: Writing the Story or Message
The teacher constructs the basic reading materials by recording the student’s dictation (story) exactly the way they say.
Step 3: Reading the Story or Message
The students read the story several times, with the teacher’s help if needed, until the story has become comprehended.
Step 4: Independent Activity
At this step the teacher helps the students make correction in grammar and wording. Then, the students improve reading skills through activities related to the story. Step 5: Reviewing
The teacher provides opportunities for later enforcement. He should review the story with the students. The students develop confidence and skill with the reading process as they read other students’ stories. They can store words they want to learn and are having difficulty with to form a word bank.
c. The Adaptation of LEA
Charts which was developed by Lamoreaux and Doris Lee in 1943. Those forms are used to help the students in learning reading using LEA.
1) Key Word
To introduce LEA as a new method in learning reading, teacher can use key word in learning activities. As the topic is given, the students produce some words representing experiences that are real to them; thus, they possess an excellent source of motivating experiences. Once the students become accustomed to dictating experiences by some words, they can begin with some sentences.
2) Language Experience Charts
Language Experience Charts help the students to have guidance in recording experiences and background knowledge. Sometimes in order to help the students when they find difficulty in organizing the information, the teacher gives several pieces of paper consisting of patterns of language and activities, such as observation, notes and interviews. In each chart, there is a specific language pattern and a vocabulary development to be learned.
d. Three Stages of Language Acquisition
Language acquisition should be carried out with appropriate instruction in order to gain maximum language competence. Students vary in their needs and abilities of learning English. Somehow, the same reading program cannot be applied in any heterogeneous group of learners. There are at least three stages of language acquisition which are based on students’ ability to use English (Dixon and Nessel, 1983: 4).
1) The Stage 1 Students
since reading instruction begins only after the student has gained confidence in using oral English.
2) The Stage 2 Students
Stage 2 students may be children, adolescents or adults. They partially have some English language skills and some others have familiarity with a written language. They are able to conduct simple conversations in English and make good progress towards understanding spoken English. Additio nally, the students will have good response to reading instructions. A sequential plan for developing reading skills may be used with the Stage 2 students, incorporating another variation of the LEA. There are four steps conducted at Stage 2. First, the teacher and students construct the basic reading material through dictation. Second, sight vocabulary is developed by asking the student to use the familiar words of the dictated story. The emphasis on word learning activities at Stage 2 is greater than at Stage 1. Third, the teacher supports and accepts the student’s English statements and adjusts the activities and schedule to promote success. Finally, while developing reading skill, the teacher has many opportunities to assess oral language needs in order to plan continuing oral English lessons.
3) The Stage 3 Students
presented in content area study. The teaching plan is based on the student ’s dictated story. The teacher then helps the students reconstruct ideas so that the story presents the common English usage standards. Reading skill and oral language ability are developed together.
3. Instructional Design Models
In the theory of instructional design there are many models of instructional design. Each model has some stages which can be used as a step-by-step guidance to develop the materials. The writer presents two instructional design models proposed by Kemp and Yalden. The discussion of the two models is presented below.
a. Jerrold E. Kemp’s Model
There are three questions which are considered the essential elements to construct an Instructional Design Plan (Kemp, 1977: 8). They are:
1) What will be learned?
2) What procedures and resources will be applied in order to reach the goal? 3) How will we know when the education program has worked well?
The first question refers to the formulation of objectives. The second question regards the selection of teaching learning activities and resources. The last one focuses on the evaluation to measure the effectiveness of the whole activities.
and order are fully teacher’s choice. It means the teacher can start with any element by considering that decisions relating to one may affect others.
The instructional design plan proposed by Kemp is claimed to be applicable for any level of education-elementary, secondary and college. It consists of eight parts as follows (1997: 8-9).
1) Establishing goals as the foundation of all education programs, and then listing the major topics which would become the scope of the program and the basis for instruction. Then, the designer should state general purposes of each topic.
2) Obtaining the information about the learning characteristics for whom the instructions are to be designed. It covers academic factors, social factors, learning conditions and learning styles as well.
3) Specifying the learning objectives which are measurable, unambiguous, and realistic. The objectives for learning can be grouped into three major categories, namely cognitive, psychomotor, and affective.
5) Developing pre-assessments to determine the students’ background and present level of knowledge about the topic. Two kinds of testing can be administered in order to obtain an effective assessment. The first is pre-requisite testing which determines whether the learners possess the appropriate background preparation for the topic. The second one is pre-testing which is employed to recognize which objectives the learners may have already achieved.
6) Selecting teaching learning activities and instructional resources which support the subject content. Therefore, the students can accomplish objectives.
7) Coordinating support services. These services include budget, personnel, facility, and equipment which are needed to carry out the instructional plan.
8) Evaluating students’ learning whether they achieve the objectives, with a view to revising and re-evaluating any phases of the plan that need improvement.
Kemp’s Instructional Design Model is illustrated in Figure 1.
b. Janice Yalden’s Model
Yalden decides learners’ needs survey as the initial stage in her instructional design model since it is an important stage in constructing instructional materials. She also considers that development of syllabus is needed in organizing the content of language course. Yalden (1983: 7) states that after knowing the type of syllabus that will be applied, the teacher should prepare himself in constructing and developing the instructional materials. The process of developing a language program covers seven stages as follows.
Stage 1: The Needs Survey
Surveys are being undertaken to collect the information about the learners’ needs. This stage is paramount to do in order that the production of purpose for the program can be realistic and acceptable.
Stage 2: Description of Purposes
Description of purposes is prepared in terms of the characteristics of the student and the skill of the students to entry to and on exit from the program. The formulation of the purpose of the language program will establish the foundation in selecting or developing the syllabus type.
Stage 3: Selection or Development of Syllabus Type
Stage 4: The Proto-Syllabus
At this stage, the syllabus designer describes the content of the syllabus. The description of language and language use should be included in the program, such as general notions and specific topics, communicative functions, discourse, variety of language, communicative events, as well as grammar. However, it is not always possible to include all aspects of communicative competence. It needs some considerations, namely physical constraints, description of purposes and specification of target levels.
Stage 5: The Pedagogical Syllabus
The syllabus design has to include teaching, learning, and testing as well. A form of pedagogical syllabus is intended to provide the teacher with knowledge about the learners’ purposes in learning English, so that they can match it with appropriate contents and teaching techniques. It is also used for developing testing sequences and instruments.
Stage 6: Development and Implementation of Classroom Procedures
Stage 7: Evaluation
This phase comprises three major aspects which need to evaluate, namely the students, the teaching as well as the program. The final performance of the learners should be analyzed whether it fits the goals set.
Stage 8: Recycling
At this stage, materials and teaching approaches need to be revised, if there are discrepancies between goals set and student final performance.
Yalden’s instructional design model is presented in Figure 2.
Recycling
Figure 2 Yalden’s Instructional Design Model (Yalden, 1987: 8)
B. Theoretical Framework
The study aims to develop a set of supplementary reading materials. Hence, the discussion on theory of reading is considered important in order that it can give some points to determine what reading is being understood. As stated in the theoretical description, the assumption that the teacher makes about the nature of reading determines his or her choice of teaching method and materials. The writer
adopts the view that reading is not simply a passive process. It requires thinking, feeling, and imagination.
The writer finds out that reading activities of the seventh grade students of SMP N 8 Yogyakarta would not be able to draw the students into an active learning process by merely using Basal Reader Approach, the commonly used approach. Therefore, the writer introduces an alternative approach, Language Experience Approach. The teaching method and teaching materials will treat the students to be able to learn in encouraging and enjoyable circumstances. Basically, the students become the center of learning. They are free to choose the topics and reading takes its direction from the experiences of individual students.
To make the students familiar with the new approach and to adjust the students’ level of ability, the writer uses the adaptation of LEA. First, Language Experiences Charts and key word will be used. Second, a set of materials will be developed progressively from warm- up activities through, for example, retelling familiar stories and completing an incomplete story to fully independent creations. Language acquisition should be carried out with appropriate instruction in order to gain maximum language competence. Therefore, the teacher should decide at what level the students are in order that he can treat the students with the most appropriate method and materials. The practical implication of this instructional design will be based on the learning activities in the transition from Stage 1 to Stage 2.
instructional design models namely Kemp’s model and Yalden’s model. Those two models complete each other. The writer combines the three similar or the same stages, namely description of purposes, evaluation, and revision. Then, the writer adapts four steps of Kemp’s model. They are determining goals, topics, and purposes, stating learning objectives, stating subject contents, and selecting teaching learning activities and materia ls. The writer also takes two important stages of Yalden’s model which could not be found in Kemp’s model, namely needs survey and development and implementation of classroom procedures. In brief, the writer sets eight stages resulting from the adaptation and combination of two instructional design models namely (1) Conducting Needs Survey, (2) Determining Goals, Topics, General Purposes, (3) Stating Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Materials, (6) Designing Materials, (7) Evaluating, (8) Revising.
1. Conducting a Needs Survey
2. Determining Goals, Topics, General Purposes
The next step is taken from the first step of Kemp’s model, “Considering goals, list topics, and stating the general purpose” and also the second step of Yalden’s model, “Description of Purposes”. The writer determines the goals as the basis for developing a set of reading materials for the seventh grade students of SMP N 8 Yogyakarta. Then, the topics should be chosen to meet the achievements of the goals. The topics are selected based on the needs survey. After all, the writer determines the general purpose of each topic.
3. Stating Learning Objectives
This step is adopted from Kemp’s model. After determining the purposes, the writer specifies the purpose to formulate objectives of what students should achieve after each meeting.
4. Listing Subject Contents
The writer adopts Kemp’s model. In this step the writer make a list of the subject contents that can help the students to achieve the objectives.
5. Selecting Teaching Learning Activities and Materials
comfortable situation. The materials given should also attract the students’ interest. The arrangement of activities and materials can be based on the results of the needs survey that the writer already carried out.
6. Designing Materials
The writer adapts the sixth step of Yalden’s model, “Development and Implementation of Class Procedure”. The research aims to develop a set of materials and is not intended to be implemented in classroom teaching.
7. Evaluating Materials
The writer adopts the eight step of Kemp ’s model and the seventh step of Yalden. It is necessary to examine whether the designed materials best facilitate the learning. To do this, a questionnaire is distributed to four English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University.
8. Revising Materials
supplementary reading materials using the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta is presented.
Those seven steps can be clearly seen in Figure 3.
Figure 3 The Writer’s Framework Adapted from Kemp’s and Yalden’s Instructional Design Models
Determining
Goals, Topics, General Purposes Conducting a Needs Survey
Stating Learning Objectives
Listing Subject Content
Selecting Teaching Learning Activities and Materials
Designing Materials
Revising Materials
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CHAPTER III
METHODOLOGY
This chapter discusses the method used in the study. There are six points that will be discussed. They include the research method, research respondents, research instruments, data gathering techniques, data analysis techniques and the research procedures.
A. Research Method
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The surveys were conducted for two purposes. The first was to carry out the learners’ needs analysis. The second one was to evaluate the proposed supplementary reading materials. Therefore, the surveys were conducted in two stages.
1. Pre-design Survey
This survey was done to identify the learners’ needs by distributing the first questionnaire to the seventh grade students of SMP N 8 Yo gyakarta because the designed materials were intended to be developed for them. An informal interview with one of the first grade English teachers was conducted to complete the information.
2. Post-design Survey
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B. Research Respondents
In the survey research, the respondents were grouped into two. The first group was intended to obtain information about the learners’ needs. The second group was intended to obtain feedback on the proposed materials design.
1. Respondents of the Needs Survey
To collect information about the learners’ needs, the writer distributed a questionnaire to the seventh grade students of SMP N 8 Yogyakarta as the respondents of the survey. The class, which was used as the respondents, was class VII-5. The total number in the class is 38 students. An informal interview with one of the first grade English teachers of SMP N 8 Yogyakarta was also conducted. The purpose was to collect additional information which was useful in designing the materials, such as the students’ characters, the students’ level of ability, the methods used, and the class activities during the English lesson.
2. Respondents of the Evaluation Survey
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Education Study Program of Sanata Dharma University. The description of the respondents of designed materials evaluation survey was presented in Table 1.
Table 1 Respondents of the Survey Study (Blank)
Group of
According to Ary, Razavieh, and Jacobs (2002: 417-418), research instruments can be used to obtain information concerning facts, beliefs, feeling, intentions and so on. The writer would use all the information to present the most suitable supplementary reading materials. There were two kinds of instruments used in the study. They are as follows.
1. Questionnaires
The writer used two questionnaires as the main instruments to obtain the data from the respondents. Questionnaires were considered more efficient and practical for the study. They took less time compared to interviewing each respondent.
The first questionnaire was used to assess learners’ needs. According to Ary et al. (2002: 389), survey instruments have two basic types of questions. They are
closed-ended questions and open-ended questions. The first type is used when all the
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The second type is used when there are a great number of possible answers or when the possible answers could not be predicted.
To construct the items in the first questionnaire, the writer used closed-ended questions. She provided a number of possible responses. The questionnair e was written in Indonesian, so that the respondents found no difficulty in answering the questions and they would also provide reliable answers.
The second questionnaire was distributed to four English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University to accommodate an evaluation of the proposed designed materials. It was used as the basis for revising the designed materials. The questionnaire was divided into two sections. For the first section, the writer used Likert-type items. The respondents selected a statement on a continuum, from “strongly agree” to “strongly disagree” with the range of 1 to 5. For the second section, the writer used open-ended questions, which provided some questions that required written answers.
2. Interview
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D. Data Gathering Technique s
The writer used two kinds of questionnaires and conducted an interview to obtain the data. To obtain the data about the learners’ needs, the writer distributed the first questionnaire to 38 seventh grade students of SMP N 8 Yogyakarta. An interview with one of the first grade English teachers was also administered to complete the data. Both of them were done in April 2006. The data were used to design the supplementary reading materials. After designing the materials, the second questionnaire was distributed to four English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University. The purpose was to collect feedback on the proposed materials design in the forms of opinions, suggestions, and ideas. Based on the evaluation, the writer made the best final version of the reading instructional materials design.
E. Data Analysis Techniques
The data were obtained from the questionnaires and an interview. The first data were collected to identify the needs of the learners. The first questionnaire included some questions about students’ interest in learning reading, the topics and activities they are interested in, and the difficulties in learning reading. The data from the questionnaire were presented in percentage calculate. Here is the formula.
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n : The total number of students (38 students)
N : The percentage of expected opinion from the students
The next data were gathered using the second questionnaire. It assessed personal judgment toward topics by presenting a set of statements about the topics and asking respondents to indicate for each whether they strongly agree, agree, undecided, disagree, or strongly disagree (Ary et al., 2002: 224). The assessment of respondents’ opinions on the designed materials used five points of agreement as presented in Table 2.
Table 2 Points of Agreement on the Designed Materials
Points of Agreement Meaning
1 Strongly disagree
2 3
Disagree
3 Doubtful
4 Agree
5 Strongly Agree
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Table 3 Respondents’ Opinions on the Designed Materials (Blank)
Frequency of the
The average points were calculated using the following formula:
The following is the summary of the procedures that the writer carried out. 1. Preparing the questionnaire and an interview for the learners’ needs analysis. 2. Distributing a questio nnaire to one class of the seventh grade of SMP N 8
Yogyakarta and interviewing one of the first grade English teachers. 3. Classifying the respondents’ answers by grouping similar answers.
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5. Distrib uting the proposed materials design along with the second questionnaire to the English teachers of SMP N 8 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University.
6. Analyzing the materials evaluation survey.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents four major parts. The first part presents the stages in designing the materials. The second part presents the findings of the designed materials evaluation. The third part discusses revision and improvement process on the designed materials based on the respondents’ evaluation. The last part presents the final version of the designed materials.
A. The Stages in Designing the Materials
Some stages are needed in designing the materials. Therefore, the writer presents a design model which covers seven stages resulting from the combination and modification of the instructional design model of Kemp’s and Yalden’s. Those stages are the main answer to the first question which is stated in the proble m formulation. The elaboration of each stage is stated as follows.
Stage 1: Conducting a Needs Survey
teacher to clarify the information that was not covered in the questionnaire. The results of the questionnaire and interview are presented as follows.
a. The Data from the Questionnaire
The questionnaire was distributed to 38 students of class VII-5 of SMP N 8 Yogyakarta. The writer used closed- form questionnaire. It means that the students as the respondents chose the appropriate answer that represents their actual situation by crossing one or more of the provided options in the questionnaire. The table of the results of the needs survey can be seen in Appendix E.
The results of the questionnaire presented in Appendix A explain some major points which are needed as the basis for designing the materials. First, the writer asked whether they liked reading or not (reading any kind of text and language). The results showed that 97.4% of the students liked reading and only 2.6% of the students did not like reading. It proved that most of the students liked reading.
The second question was to ask about their motivation in reading. The results showed that 89.5% of the students read for enjoyment in their spare time, as well as to enrich the knowledge. To do the school tasks was the motivation of 86.8% of the students. The writer then asked whether the students liked reading English or not. The results showed that 55.3% of the students did not like reading English, while 44.7% of the students liked reading English.
the students. The boring topics were the reason for 18.42% of the students, and the long passage was the reason of 52.6% of the students.
The writer asked if students found difficulty in reading English. The results showed that 81.58% of the student found difficulty in reading English but 18.42% of the students did not find difficulty in reading English. Then, the writer asked about the problems that the students had difficulty with in reading. The unfamiliar vocabulary became the problem for 84.21% of the students. The confusing grammar was the problem for 57.89% of the students. Too long passage was the problem for 21.05% of the students. It can be inferred that the lack of vocabulary became the students’ major problem.
The next question was to know the preferred way of finding meaning of some difficult words. Guessing the teacher’s clues (synonym, antonym, description) and displayed pictures were chosen by 78.9% of the students. Consulting dictionary was the preference for 44.7% of the students, and 36.8% of the students liked to ask the teacher. Then, the writer asked the students’ opinions about the level of difficulty in reading English text. Reading English text was difficult for 78.95% of the students and rather difficult for 21.05% of the students.
Telling about the picture was expected by 21.05% of the students. Reading aloud the text and answering the question related to the reading text were expected by 18.42% of the students. Completing the story was expected by 15.79% of the students. Constructing the paragraphs was expected by 10.53% students. Continuing the story and retelling the story was expected by 5.26% of the students. From the data above, the writer took some expected activities which were in accordance with the techniques in LEA as the main activities in the designed materials, namely giving songs, playing games, conducting group or class discussion, and telling about pictures.
expected to have various types of reading materials to make the learning more interesting.
The high percentage shows the big number of students who are interested in certain topic. Based on that, the writer selected the top eight topics for designing the materials. The data showed that the highest percentage was “Food and Drink”. It reached 84.4%. “Hobby” and “Film” were 78.9%. Music was 71%. “My Story” was 68.4%. “Family” and “My Idol” were 60.5%. In other words, the selected topics were “Food and Drink”, “Hobby”, ”Movie”, “Music”, “My Story” “Family” and “My Idol”.
b. The Data from the Interview
The writer conducted an interview with the first grade English teacher to gain some important information that was not covered in the questionnaire. The results of the interview are presented in three parts.
1. The Teaching of Reading in Class
listening skill. Questions and answers about the text became one way to gain reading comprehension. To increase speaking skill, the teacher sometimes asked the students to retell the story by using their own words. Class discussion was aimed to analyze the grammar used in the text. The teacher used 40% English language in class.
2. The Student’s Competency, Motivation, and Learning Activities in Reading
According to the teacher, the students only had 40% reading comprehension. The students found difficulty in comprehending the reading materials because they lacked vocabulary mastery. They could not find the whole meaning of the reading text. This condition made the students lacked motivation to read. The teacher stated that students did several ways to find the meaning of difficult words, namely guessing pictures and finding synonym or antonym provided by the teacher, as well as opening the dictionary. Whereas to increase the vocabulary mastery, the teacher suggested the students make a list of difficult words and asked them to find the meaning, synonym, and antonym to become their own dictionary.
3. Designing a Set of Supplementary Reading Materials Using the Adaptation
of Language Experience Approach
teaching reading techniques in LEA gives the students freedom to tell the personal experiences to be the reading text. It can be interesting activities for the students.
Stage 2: Determining Goals, Topics and General Purposes
Determining the goals is the basis for developing a set of supplementary reading materials by using the adaptation of LEA for the seventh grade students of SMP N 8 Yogyakarta. In the existing curriculum, Kurikulum Tingkat Satuan
Pendidikan (KTSP), goals are stated as competence standard. The goals of the
designed reading materials are to enhance students’ enjoyment and motivation in reading and to improve students’ reading skill.
In order to achieve the goals, the writer selected eight topics to be presented in each meeting. The teacher should formulate the general purposes or basic competences of each topic. The topics were selected based on the students’ interest as obtained from the questionnaires. They are: Family, Hobby, Shopping, Food and Drink, Music, Movie, My Idol, My Story. After selecting the topics, the writer should formulate the general purposes or basic competences of each topic. The basic competences are presented in Appendix F.
Stage 3: Specifying Learning Objectives
.Stage 4: Listing Subject Contents
The writer made a list of subject contents in order that the students are able to accomplish the learning objectives or indicators after each meeting. In considering the contents, the writer should relate to the objectives and to the students’ needs. There would be five sections in each unit, namely Tell your Story! Let’s Write and Read It! Explore Your Story! Word Bank and Story Collections. The y would be elaborated in detail.
1. Tell Your Story!
At the beginning section the teache r should be able to draw the students’ attention toward the topic given. To do this, the teacher can use some pictures, tell a story, play a song or read a piece of an interesting article. The teacher, then, motivates them to tell about their personal experience. Sharing and discussion about personal experience among the students should be developed. Since Language Experience Approach has not been commonly implemented, key words and language charts can represent experiences that are real to the students. Both will help the students to have sources of motivating experiences.
2. Let’s Write It and Read It!
The teacher would find difficulty in implementing the original steps of LEA since it is a new approach. Besides, the students’ level of English skill is still poor. They still need help in building the sentences. Therefore, this materials design provides incomplete texts, as the modification of LEA, which helps the students record their personal experiences through several techniques. Later, when they attained a better English skill, the time will come for independent text production.
After the students finished their writing, they read the reading text that they produced previously to make sure that what was recorded is exactly what they wanted to say. The teacher and the students read the text several times, so that they can begin to become familiar with the newly dictated words.
3. Explore Your Story!
This section aims to comprehend the texts and improve reading skills. The teacher helps the students make correction in grammar and wording. They learn to comprehend the content of reading materials. It also provides numerous fun activities which give reinforcement after the reading section, such as games, song or mini role play.
4. Word Bank and Story Collections
written as personal dictionary. The student can also rewrite the story that most impresses him. Therefore, he can find his own value.
Stage 5: Selecting Teaching Learning Activities and Materials
In order to accomplish the objectives, the writer formulated teaching learning activities and materials. The activities selected should draw students to an enjoyable learning environment in order to enhance students’ reading motivation. Therefore, the writer formulated the learning activities based on the concept of Language Experience Approach by considering the results of needs survey. The students learn English by exploring their experiences. They will do some interview and observation. The student s should feel free to tell their personal experience. Some activities such as songs, games, mini role play will be presented. They will also learn to do the activity individually, in pairs as well as in group and to have sharing time and group discussion.
The learning materials are needed to help the students to learn effectively and in an interesting way. Pictures, cards, newspapers, magazines, real objects, song and lyrics can be the interesting materials. At last, the materials design is ready to present.
Stage 6: Designing the Materials
