ABSTRACT
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
To master English, students have to learn four skills, namely listening, speaking, reading, and writing. Among those skills, reading is the key to success in learning anything, including English. The students’ reading ability contributes a lot to their English mastery. There is a need for the eleventh grade students of SMK YPKK 3 Sleman to enhance their reading ability since it will really help them to master English. Moreover, the problem comes from the insufficient reading materials. To respond to the problem, a study which was intended to design Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman was conducted.
The study discussed two problems. Those problems are (1) How are Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman designed? (2) What do Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To answer those two questions, the writer employed Research and Development Method (R & D), which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. To obtain the data needed, the writer conducted two kinds of surveys, namely pre-design survey and post-pre-design survey. In the pre-pre-design survey, the writer used questionnaire and interview checklist as the instruments. Moreover, in the post-design survey the instrument used was questionnaire.
To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Taba’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, (6) designing materials, (7) evaluating materials, and (8) revising materials. To answer the second question, the writer presented Task-Based instructional design materials for the students of SMK YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four sections, namely warming-up, let’s read, language focus, and what have you learnt today?
ABSTRAK
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman.
Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut, penulis mengimplementasikan Research and Development (R & D) Method. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai instrumen pada pre-design dan post design survei, sedangkan interview checklist digunakan pada post-design survei.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7) mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu warming-up, let’s read, language focus, and what have you learnt today?
TASK-BASED INSTRUCTIONAL READING MATERIALS FOR SMK YPKK 3 SLEMAN
A THESIS
Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratri Wahyuningtyas Student Number: 03 1214 002
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
TASK-BASED INSTRUCTIONAL READING MATERIALS FOR SMK YPKK 3 SLEMAN
A THESIS
Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratri Wahyuningtyas Student Number: 03 1214 002
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
“
There is a time for everything, because for everything there
is a season. A time to be born and a time to die, a time to
weep and a time to laugh, a time to mourn and a time to
dance, a time to seek and a time to lose. He has made
everything beautiful in its time; also He has put eternity into
man’s mind.”
Ecclesiates 3: 1-11
I am nothing. He is all.
I do nothing of my own. He does it.
I am God’s pencil.
A tiny bit of pencil with which He writes what He likes.
God writes through us, and however imperfect instruments we may be,
He writes beautifully.
Mother Teresa
-I dedicat e t his t hesis t o
Jesus Christ and Mot her Mary
m y beloved m ot her, fat her and brot her,
m y relat ives,
ACKNOWLEDGEMENTS
Finally, I had done this thesis. I could not have done this all without God’s blessing and supports from others. I would like to express my deepest and greatest gratitude to Jesus Christ and Mother Mary for blessing and guiding me.
I am greatly indebted to Made Frida Yulia, S.Pd., M.Pd., my major sponsor, for her guidance, patience, and kindness. I thank her for her advice, corrections, and time to read my thesis thoroughly. My great thank goes to Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and correct it. I also thank her for giving me opportunity to improve my teaching skill. I would like to express my gratitude to Drs. Pius Nurwidasa P, M.Ed., Henny Herawati, S.Pd, M.Hum., and Caecilia Tutyandari, S.Pd., M.Pd., for their time to evaluate the materials. My deepest thanks are addressed to all of the English Language Education Study Program lecturers. I would like to express thanks to Mbak Dhanniek, Mbak Tari, and all of the librarians for all of their assistance during my study.
I deliver my best thanks to the English teachers of SMK YPKK 3 Sleman, Kitik Supadmi, S.Pd. and Siti Nurhayati, S.Ag., for their helps and valuable feedback. I also thank all of the second grade students of SMK YPKK 3 Sleman for their willingness to help me conduct my research.
motivation to finish my thesis. I thank my only one brother, Bayu, for supporting me in his own way. I would like to express thanks to my relatives, for their support and prayer, especially Maguwo Crew: Om Sayid, Bulik Tanti, Dyas, Bas, Hap, and Tyas. They really helped me a lot especially when I felt bored with all the things I did.
My sincere appreciation goes to the big family of SMP Maria Immaculata Yogyakarta, especially Suster Ancilla, Bu Ratmi, Bu Ning, Pak Adi, and Bu Novi, for giving me a chance to learn how to be a real teacher.
My gratitude goes to my “journey” friends: Ichie, Ella, Maya, Nora, Nia, and Eko’Kdx’. They show me the true meaning of friendship. I would like to thank the old generation of ‘Mudika Yora’, for the great experiences, especially Mbak Santi. All that we have done together really inspires me to be a tough and
independent person. I express my gratitude to all PBI-03: Lintang, Nila, Arum, Anas, Yusta, Netty, and Qyer. I also thank Mbak Ayu ’02 and Mas Gede Agus for sharing valuable knowledge. I deliver my very best thanks to BEEs: Nita, Titien, Monchie, Ayoe, Layung, and Emil. I thank them for all the hard work, spirit, optimism, laughter, and dreams we shared together. BEE Happy!
My sincere gratitude goes to Gabriel Adi W., for his understanding, care, and support. I thank him very much for being there for me and helping me sincerely.
God bless them all.
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT ... xv
ABSTRAK ... xvi
CHAPTER I. INTRODUCTION A. Background of the Study... 1
B. Problem Formulation... 4
C. Problem Limitation... 5
D. Objectives of the Study ... 5
E. Benefits of the Study ... 6
F. Definition of Terms... 7
1. Instructional Design Models ... 9
a. The Nature of Kemp’s Model ... 9
b. The Nature of Taba’s Model ... 14
2. Reading ... 16
a. The Nature of Reading ... 16
b. Principles for Teaching Reading... 17
c. Models of Reading Process ... 19
d. Access to Content... 20
3. Task-Based Learning ... 21
a. The Framework of Task-Based Learning... 21
b. Principles of Task-Based Learning ... 23
B. Theoretical Framework ... 24
CHAPTER III. METHODOLOGY A. Method ... 30
B. Participants of the Study... 32
C. Research Instruments ... 33
D. Data Gathering Techniques... 35
E. Data Analysis Techniques ... 36
F. Research Procedure... 38
for SMK YPKK 3 Sleman... 40
1. Conducting Needs Survey... 40
2. Specifying Goals, Topics, and General Purposes ... 41
3. Formulating Objectives... 41
4. Selecting and Organizing Contents... 41
5. Selecting Teaching Learning Activities and Resources... 42
6. Designing Materials ... 44
7. Evaluating Materials ... 44
8. Revising Materials ... 44
B. The Results of the Surveys ... 45
1. The Results of the Needs Analysis ... 45
a. The Results of the Questionnaire ... 45
b. The Results of the Interview ... 49
2. The Results of Materials Evaluation... 52
C. The Presentation of the Final Design ... 54
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 58
B. Suggestions ... 61
LIST OF TABLES
Table Page
3.1 Participants of the Survey Study ... 33
4.1 Goals, Topics, and General Purposes ... 42
4.2 Objectives of the Course ... 43
LIST OF FIGURES
LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Ijin Penelitian ... 65
Appendix B: Surat Keterangan ... 68
Appendix C: The Questionnaire for Students ... 70
Appendix D: Interview Checklist ... 74
Appendix E: General Description ... 76
Appendix F: The Questionnaire for Teachers and Lecturers... 80
Appendix G: The Results of Needs Survey ... 85
Appendix H: Syllabus ... 88
Appendix I: Silabus ... 96
ABSTRACT
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
To master English, students have to learn four skills, namely listening, speaking, reading, and writing. Among those skills, reading is the key to success in learning anything, including English. The students’ reading ability contributes a lot to their English mastery. There is a need for the eleventh grade students of SMK YPKK 3 Sleman to enhance their reading ability since it will really help them to master English. Moreover, the problem comes from the insufficient reading materials. To respond to the problem, a study which was intended to design Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman was conducted.
The study discussed two problems. Those problems are (1) How are Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman designed? (2) What do Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To answer those two questions, the writer employed Research and Development Method (R & D), which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. To obtain the data needed, the writer conducted two kinds of surveys, namely pre-design survey and post-pre-design survey. In the pre-pre-design survey, the writer used questionnaire and interview checklist as the instruments. Moreover, in the post-design survey the instrument used was questionnaire.
To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Taba’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, (6) designing materials, (7) evaluating materials, and (8) revising materials. To answer the second question, the writer presented Task-Based instructional design materials for the students of SMK YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four sections, namely warming-up, let’s read, language focus, and what have you learnt today?
ABSTRAK
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman.
Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut, penulis mengimplementasikan Research and Development (R & D) Method. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai instrumen pada pre-design dan post design survei, sedangkan interview checklist
digunakan pada post-design survei.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7) mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu
warming-up, let’s read, language focus, and what have you learnt today?
CHAPTER I INTRODUCTION
This chapter consists of six parts. The first part is the background of the study, which reveals the writer’s reason for conducting the study. The second part is the problem formulation, which conveys the problem that will be discussed in the study. The third part is the problem limitation. This part gives a clear border of the study being discussed. The fourth part is the objectives of the study, which shows the aims of the study. The fifth part is benefits of the study, which reveals the advantages of the study that other researchers may gain through reading the study. The last part is the definition of terms that clarifies the terms used in the study.
A. Background of the Study
It is no doubt that English becomes an important language. English is used in many aspects of life such as in business, trade, and also communication. Nowadays English is taught in all levels of education. It is hoped that through acquainting the students with English since they are young, they will be more familiar with English and they can learn English easily later on.
while receptive refers to language directed at the learner (Anderson, as cited in Nunan, 2003: 48).
Brown (2004: 185) stated that the essential skill for success in all educational context is reading. It can be concluded that among those four skills, reading is the key to learning any kinds of subjects or languages including English. The students’ reading ability contributes a lot to their English mastery. If they can grasp the point of an English passage, they are able to continue their lesson without difficulties. The problem is that not all senior high school students have adequate reading ability to support their English mastery. It really happened in one of the private vocational high schools in Yogyakarta, namely SMK YPKK 3 Sleman. When the writer taught reading there, students found difficulties in understanding the passage given. The writer realized that it was a serious problem because in National Examination, which is usually taken by the twelfth grade students, the students are required to master reading in order to pass. Based on that reason, the writer intends to increase the students’ reading ability through designing a set of instructional reading materials.
of tasks. The students will also be given tasks of basic reading strategies, such as to find the main idea, specific information, and also other strategies that can be used in reading so that they may increase their reading ability.
Designing the materials is the writer’s further action for the eleventh grade (XI) students of SMK YPKK 3 Sleman. Since the materials try to introduce kinds of National Examination readings, the eleventh grade is considered the most appropriate level. The reason is that the students in this level have more time to prepare themselves for National Examination rather than the twelfth grade students. Preparation is very important since National Examination is to measure whether they master what have they learnt during their three-year study or not. Their scores decide whether they pass the National Examination or not. If the students are well prepared, they will gain good scores.
The advantages of the method will give better results in the students’ preparation. First, it will increase their social skill. When completing tasks, students gain opportunities to interact with their friends unconsciously. They build a good relationship with their friends and help each other to complete tasks. Second, it will increase their academic aspect by doing tasks given. By doing tasks individually, they measure their own understanding of the materials.
Our education nowadays requires students to master knowledge and also skills which are applicable and beneficial for their future life. Dealing with that, government allows schools to design their own curriculum, called School-Based Curriculum (SBC). As also stated by Board of National Education Standard (Badan Standar Nasional Pendidikan, 2006: 5), SBC is an operational curriculum that is arranged and done in each level of education. SBC gives more opportunity for each school to develop their curriculum based on their potency, necessity, needs of the students, and also environment. In the study, the materials are designed in line with the SBC used in SMK YPKK 3 Sleman.
B. Problem Formulation
The study intends to answer the following questions:
1. How are Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman designed?
C. Problem Limitation
There are some limitations in this study. First, the study was about developing materials. The main concern of the study was not to implement or evaluate materials, but it focused on developing materials that facilitated the teaching-learning processes. Second, the study developed materials for reading. The writer focused on providing reading materials as a means to increase the students’ reading ability. Third, the study employed Task-Based Learning in designing the materials. Based on the preliminary study, Task-Based Learning was chosen as the method in learning reading. The aim of the method was to increase the students’ ability in English through completing the tasks given. In this study, it was hoped that by completing the tasks given the students would gain improvement in their reading skill and also social skill.
Fourth, the study was designed for the eleventh grade students of SMK YPKK 3 Sleman. The reason for choosing the eleventh grade students was that they have more time to prepare for National Examination. Fifth, the study was conducted in SMK YPKK 3 Sleman. It was chosen as the setting of the study because the students there needed more opportunities and facilities to learn English especially reading.
D. Objectives of the Study
1. To find out how Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman are designed.
2. To present Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman.
E. Benefits of the Study
The study is expected to give positive contribution to English Language Teaching, especially the English teachers, the students, and other researchers.
The study is expected to encourage Senior High School English teachers to use appropriate method to enhance students’ ability in reading so that the students may have deeper understanding of the passage. It is expected that the study may give more references of teaching-learning method that can be applied in class for the English teachers. It is also hoped that the Senior High School English teachers may broaden their knowledge about English language teaching through the study. The study is also expected to give contribution especially to the students of SMK YPKK 3 Sleman and hopefully to other vocational high school students. Through the study, the students may increase their reading ability so that they can prepare themselves to face National Examination. Through the study, they can increase their social skill by having more time to interact with their friends while doing the tasks.
in conducting their research. Through the study, other researchers may gain beneficial information that can be used to support their research.
F. Definition of Terms
To avoid misconception related to the topic of the study, the writer provides the definition of some terms used in the study. They are:
1. Instructional Materials
According to Gagne and Briggs (1979: 3), “instruction is a set of events which affect learners in such a way that learning is facilitated.” Gagne and Briggs (1979: 35) also state that “the purpose of instruction is to promote learning, and many agents (teachers, learners, materials, media) can be employed to accomplish the events of instruction.” In this study, instructional materials are the materials used by the teacher in teaching learning process, which put emphasis on students’ team work to achieve the goals of the course.
2. Reading
3. Task-Based
Task-Based is a method of language teaching which emphasizes the task completion to achieve the goal, as defined by Larsen-Freeman (2000: 144) as follows:
A task-based approach aims to provide learners with a natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning. By so doing, they have to check to see if they have comprehended correctly and, at times, they have to seek clarification.
In this study, Task-Based is a method in which learners complete tasks in order to achieve the goals of the course and to measure their understanding about the materials given.
4. SMK
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer will discuss two main points, namely theoretical description and theoretical framework. Theoretical description consists of discussion about instructional design models, reading, and Task-Based Learning. Moreover, in theoretical framework the writer relates the theories with the study.
A. Theoretical Description 1. Instructional Design Models
In the study, there are two instructional design models that will be used, namely Kemp’s model and Taba’s model.
a. The Nature of Kemp’s Model
Kemp’s model consists of several important steps. Those are: 1) Defining Goals, Topics, and General Purposes
learning experiences. Furthermore, the teacher can also derive objectives from general purposes.
2) Finding out Learner Characteristics
Knowing the learners characteristic is very important so that the teacher can help them to learn in their own pace. There are two factors that should be considered in finding out the learners characteristics; those are academic and social factors. Academic factors include academic background, level of intelligence, number of students, reading level, study habit, grade-point average, scores on standardized achievement and aptitude tests, ability to work alone, motivation for studying the subject, background in the subject or topic, expectations of the course, and vocational and cultural aspirations. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students, and socioeconomic situation. Other factors, such as learning conditions and learning styles, should be taken into account in designing process. According to Kemp (1977: 19), learning conditions refer to “groups of factors that can affect a person’s ability to concentrate, absorb, and retain information.”
3) Specifiying Learning Objectives
action verb that will be used in specifying the learning objectives because each verb relates to certain level of objectives.
4) Organizing Subject Content
According to Kemp (1977: 44), subject content is “the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topics.” Subject content must be related to the objectives and the learners’ needs. Subject contents support the objectives. In other words, the objectives are what should be attained by the subject content. Instead of using textbook, the planner should consider other learning sources, such as articles, phamplets, films, or their own experiences as other sources of subject content.
5) Developing Pre-assessment
After specifying the objectives and the subject content, it is time for the planner to check whether the students are ready to study the topic and whether they have already mastered some of the stated objectives (Kemp, 1977: 50). To answer those two questions, a test is needed. There are two kinds of tests, namely prerequisite testing and pretesting. Prerequisite testing aims to gain information whether the students have appropriate preparation for the topic. The results of prerequisite testing will let the teacher know who are ready to learn the topic, who needs the remedial or even who are not ready yet and should start from the beginner level.
questions and problems from the evaluation instruments you are developing in the plan” (Kemp, 1977: 51).
6) Planning the Teaching/Learning Activities and Resources
The planner should determine the most effective and efficient methods and then select the materials. There are several commonly used methods, namely presentation, individual learning, and teacher-students interaction. The planner should also select the media to support teaching-learning activity. According to Kemp (1977: 74), there are three reasons why selecting media is complicated. First, there are many audiovisual resources from which to choose. Second, there are no clearcut guidelines for making a selection. Third, few educators have had broad enough experiences with the resources available to have a sound basis for selecting an appropriate medium or combination of media for communicating content or providing students experiences, in terms of an objective within the chosen teaching/learning pattern.
7) Organizing Support Services
Revise Goals, Topics,
and General Purposes
Learning Objectives Evaluation Learners
Characteristics
Support Services
Teaching/ Learning Activities and
Resources
Subject Content 8) Evaluating Students’ Achievement
In order to measure students’ achievement, the teacher should determine standards of achievement. The measurement can be in the form of evaluation. There are two kinds of evaluation, namely formative and summative evaluation. Formative evaluation takes place during development and tryouts, while summative evaluation takes place at the end of the course. Evaluation also refers to the evaluation of the program. It aims to know how well the program serves the objectives. According to Kemp (1977: 98), there are several ways to evaluate the developed program, namely (1) test results, (2) reactions from students, (3) observations of students at work, and (4) suggestions from colleagues. The stages of Kemp’s model are presented in Figure 2.1.
b. The Nature of Taba’s Model
Taba’s model consists of eight steps. Those are: 1) Diagnosing Needs
Taba (1962: 347) states that “the diagnosis which precedes the planning of a unit is a fairly general analysis of problems, conditions, and difficulties.” The results will give influence in deciding contents, emphasis, and objectives for learning experiences. Through diagnosing needs, the planner may gain information about the students’ problems in learning so that s/he will be able to solve them.
2) Formulating Specific Objectives
The results of diagnosis needs will provide information about which objectives or aspects need more attention. According to Taba (1962: 350), objectives should include several important points. Those are (1) concepts or ideas to be learned, (2) attitudes, sensitivities, and feelings to be developed, (3) ways of thinking to be reinforced, strengthened, or initiated, and (4) habits and skills to be mastered. Moreover, specific objectives can be translated from the general objectives of the school.
3) Selecting Content
4) Organizing Content
After selecting the content, the planner needs to arrange it in sequential order starting from the easy one. The planner should pay attention to the arrangement of the topics, ideas, and content samples so that there is a clear movement from the known to unknown and from the easy one to the difficult one. The arrangement of the content should facilitate learners to achieve the objectives. 5) Selecting Learning Experiences
According to Taba (1962: 362), objectives should be implemented through appropriate learning activities. Those activities should help students to develop and practice all that they are supposed to learn. In selecting the learning experiences for each idea and its content sample, the planner should consider that each should serve some definite function. Taba (1962: 364) also adds that “to translate the criteria for effective learning experiences into an actual program, it is important, first, to visualize what students need to do or experince in order to acquire certain behavioral competencies and what the order of these experiences should be.”
6) Organizing Learning Experiences
7) Evaluating
Taba (1962: 377) states that “evaluation consists of determining the objectives, the diagnosis, or the establishment of baselines for learning and appraising progress and changes.” Evaluation can be used to check the learners’ understanding. Furthermore, evaluation will be a continuous diagnosis if it is accompanied by comparison or results.
8) Checking for Balance and Sequence
Checking the overall consistency of the materials is needed in order to avoid out of the track materials. There is a need to check the contents organization, time allocation, and also the sequence of the ideas and contents. By doing so, the planner may know whether the materials match the objectives stated before or not.
2. Reading
a. The Nature of Reading
Reading is regarded as receptive skill, where the readers receive information from the text given. Readers do not produce something like what is required in speaking or writing. Meanwhile, reading is a process to understand what is being read.
b. Principles for Teaching Reading
Anderson (as cited in Nunan, 2003: 74-78) also states that there are eight principles of teaching reading. Those are:
1) Exploit the Reader’s Background Knowledge
Background knowledge includes experiences that bring readers to the text, such as life experience and educational experience. Background knowledge gives big influence in leading readers to the text and improving readers’ reading comprehension. To enhance readers’ reading comprehension, the teacher has to activate their background knowledge by setting goals, asking questions, making prediction, and teaching text structure.
2) Build a Strong Vocabulary Base
Vocabulary is the basic need for the readers to obtain the meaning of English words or even passage. In order to understand the text, the readers need to know vocabularies related to the text. If the readers have strong vocabulary base, it will be easier for them to understand the text.
3) Teach for Comprehension
The main part of reading process is comprehension. However, the teacher needs to teach comprehension and then monitor it. Teaching comprehension relates to the readers’ ability to discuss with the teacher or friends what strategies they use to comprehend the text.
4) Work on Increasing Reading Rate
does not only focus on the accuracy but also fluency. The teacher also has to teach students to reduce their dependence on dictionary. The students have to spend more time analyzing the content and discussing it with their friends.
5) Teach Reading Strategies
In order to be successful readers, the readers have to know strategies of reading itself. However, knowing the strategies is not enough. They have to know how to use and integrate strategies in their reading process.
6) Encourage Readers to Transform Strategies into Skills
According to Anderson (as cited in Nunan, 2003: 77), “strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic.” Readers should be introduced to reading strategies in their reading process. When they use strategies unconsciously, they move strategies into skill.
7) Build Assessment and Evaluation into Your Teaching
8) Strive for Continuous Improvement as a Reading Teacher
Reading teacher should view themselves as facilitators and help the readers to find what works best. The teacher needs to understand the nature of reading process so that they can help the readers to understand the text.
c. Models of Reading Process
According to Anderson (as cited in Nunan, 2003: 70-72), there are three models of reading:
1) Bottom-up Model
Bottom-up model requires the readers to start the reading process from the very basic unit. This model starts from the fundamental basic of sound and letter recognition, and morpheme. Then, the readers move to the word recognition, sentence, and finally comes to the large one.
2) Top-down Model
In top-down model, the readers start with their own background knowledge in order to obtain the meaning from the text given. Top-down model emphasizes the understanding of the readers toward the text given. The readers’ background knowledge contributes to their understanding of the given text.
3) Interactive Model
d. Access to Content
According to Wallace (1992: 86), there are some ways to help learners to relate their existing knowledge to the text the learners are going to read. Those activities are:
1) Pre-reading Activities
Pre-reading activities consist of activities that provide learners with questions, which require learners to find the answers from the text. The activities also facilitate learners with tasks to prepare learners for linguistic, cultural or conceptual difficulties and provide them with vocabulary tasks. These activities function as a gate to enter the world that is presented in the text.
2) While-reading Activities
The aim of while-reading is to encourage learners to be flexible, active, and reflective readers. A text, the main concern of reading, will be given to learners in this phase. Learners will also be given a set of tasks in order to check the learners’ understanding toward the text being read.
3) Post-reading Activities
3. Task-Based Learning
a. The Framework of Task-based Learning
According to Willis (1996: 5), a task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” Moreover, task-based learning consists of three main parts. They are:
1) Pre-task
In this stage, the teacher plays an important role in introducing the topic that will be discussed. The teacher has to help the learners to understand the task instruction by giving them useful words and phrases so that they can accomplish the task. The teacher should make sure the learners know why they are doing the pre-task and how it will help them later with the main task.
2) Task Cycle
Task cycle consists of three stages, namely task, planning, and report. Those three stages play an important role as facilitator to help learners in learning without depending on their teacher. Each stage has its contribution in constructing the cycle. Those stages are:
a) Task
b) Planning
After the learners do the task, they have to prepare themselves to report their work in front of the class. They have to plan well in order to produce a good report. The report covers how they did the task and what they discovered.
c) Report
The learners report their work to their friends. The report can be in the form of oral or written report. Oral report requires them to present their report in front of the class. They may also exchange their written report and compare their results.
Pre-task
Task cycle
Task Planning Report
Language focus
Analysis Practice
3) Language Focus
b. Principles of Task-Based Learning
According to Nunan (2004: 35-38), there are seven principles of Task-Based Learning, namely:
1) Scaffolding
In Task-Based Learning, the students are required to learn through completing tasks. However, the content of the task is the materials that have already been introduced to them. The teacher needs to help the learners by providing a scaffolding in order to reach the goals.
2) Task Dependency
Each task that is given exploits and builds on the learners’ ability. Each task has its function to maximize the learners’ ability. Furthermore, each task helps the learners to achieve the competencies required.
3) Recycling
The teacher will maximize the opportunity for learning by recycling language. It is believed that the learners will not achieve a hundred percent mastery in the first time. As a solution, they need to be re-introduced to the topics so that they may learn better and be able to achieve the goals.
4) Active Learning
5) Integration
The teacher should give a clear relationship among linguistic form, communicative function, and semantic meaning. By elaborating those elements, the teacher will teach the learners clearly. A clear explanation will lead them to a better achievement.
6) Reproduction to Creation
The teacher should support the learners to use language creatively rather than to produce language. Productive tasks not only help the learners to master form, meaning and function but also supply a basis for creative tasks. In creative tasks, the learners are required to combine familiar elements they have learnt. 7) Reflection
The teacher should give the learners opportunities to reflect on what they have learned. Through reflection, the learners may have opportunities to learn from their mistakes. Moreover, they can improve their performance through reflection.
B. Theoretical Framework
In the study, some theories are used in designing task-based instructional reading materials learning for the eleventh grade students of SMK YPKK 3 Sleman. The discussions will be divided into two parts; the first one will discuss about the model unit, while the second one will discuss the instructional model.
content, principles of teaching reading, and Task-Based Learning framework. In the study, the model unit consists of three parts, namely pre-reading, while-reading, and post-reading. Pre-reading consists of activities which facilitate learners to prepare themselves before they come to the reading text. Pre-reading also includes the first step of Task-Based Learning framework, pre-task, which helps learners activate their background knowledge before they read the text. In pre-task, the top-down model is mostly used because this section puts emphasis on the learners’ background knowledge as a gate to bring the learners to the text. The use of top-down model also reflects the first principle of teaching reading, namely exploit the readers’ background knowledge.
The second part of the model unit is while-reading. While-reading includes the second step of Task-Based Learning framework, task cycle, which consists of three stages, namely task, planning, and report. In the first stage, task, learners have to read a text given and do the comprehension tasks. Then, they have to plan how they will report the text being read to their friends in group. The report can be in the form of oral or written presentation. While-reading also consists of a brief explanation about reading strategies such as SQ5R, skimming, and scanning that will be different in each unit.
is reflection, in which learners share what they have learnt during a day course. In the study, the principles of Task-Based Learning are used in constructing the tasks. The tasks are designed to provide a scaffolding for the learners, help learners to achieve the competencies required, and give the learners opportunity to reflect on what have they learnt.
In the study, the writer employs five principles out of eight principles of teaching reading. Those principles are exploiting the reader’s background knowledge, building a strong vocabulary base, teaching for comprehension, teaching reading strategies, and building assessment and evaluation into your teaching. In the study, the students are required to use their background knowledge by answering questions related to the reading. The materials also provide exercises on vocabulary in order to build a strong vocabulary base. Comprehension and reading strategies are several important things to be learnt in order to enhance reading ability. The materials offer reading strategies for the students and teach how to deal with the reading. Furthermore, there is an evaluation in the materials in the form of qualitative assessment in order to measure the students’ understanding of the reading.
complete step in designing the materials. The writer also adds one more step named Revising Materials as the last part of the whole instructional design steps. The details of the instructional design steps are discussed as follows.
1. Conducting Needs Survey
The first stage is adapted from Taba’s instructional design model entitled “Diagnosing Needs.” The writer conducts a needs survey to gather information about the learners’ need, problems, conditions, and difficulties. In order to collect that information, the writer distributes a questionnaire to the learners. To gain more information about the learners’ difficulties and problems, the writer also conducts an informal interview with the English teacher.
2. Specifying Goals, Topics, and General Purposes
This stage is adapted from Kemp’s instructional design model, namely “Goals, Topics, and General Purposes.” In this stage, the writer determines the goals that should be achieved by the students at the end of the course. The next things to be done are deciding topics for the whole course and also general purposes of the course.
3. Formulating Objectives
4. Selecting Contents
Then, the writer has to select the content. This stage is adapted from Kemp’s instructional design model entitled “Subject Content.” The contents can be taken from textbook, articles, or even teacher’s own experiences and other sources as long as those can support the objectives.
5. Selecting Teaching Learning Activities and Resources
The writer adapts Kemp’s instructional design model entitled “Selecting Teaching Activities/Resource” for the next stage. In this stage, the writer needs to select learning activities. The writer should decide the most effective and efficient teaching learning activities and select the existing resource in order to support the teaching learning processes.
6. Designing Materials
In this step, the writer organizes the materials. The writer arranges the selected reading materials and learning activities based on the topics, general purposes, and also objectives. Moreover, by arranging the materials sequentially it will make the students easy to understand and learn the materials.
7. Evaluating Materials
8. Revising Materials
The last step is revision. In this step, the writer revises the materials based on the feedback and suggestions from experts and users. Revision is needed in order to improve the materials so that later on the materials will be beneficial for the students.
The steps of the writer’s instructional design model are presented in Figure 2.3.
Specifying Goals , Topics, and General Purposes
Formulating Objectives
Selecting Contents
Selecting Teaching Learning Activities and Resources
Designing Materials Conducting Needs Survey
Evaluating Materials
Revising Materials
CHAPTER III METHODOLOGY
In this chapter, the writer explains the method used in the study. The writer also explains the participants of the study, research instruments used in the study, how to gather the data needed, and also how to analyze the data. While in the last part, the writer explains the research procedures in conducting the study.
A. Method
There were three main phases in the study, namely pre-design survey, materials development and post-design survey.
1. Pre-design Survey
The first two steps of R & D, namely research and information collecting and planning, were used in this phase. The writer collected the information needed to design the materials through distributing first questionnaire to the eleventh grade students of SMK YPKK 3 Sleman. The writer also conducted an interview with the English teacher of SMK YPKK 3 Sleman in order to gain the data needed to design the materials.
2. Materials Development
After gaining the information and data needed, the writer analyzed the data and developed the materials. The third step of R & D, namely develop preliminary form of product, was used in this phase. The product was in the form of materials designed for the eleventh grade students of SMK YPKK 3 Sleman.
3. Post-design Survey
B. Participants of the Study
There were three participants in the study. The first one was all of the eleventh grade students of SMK YPKK 3 Sleman. There were 70 students taking part as the participants in the study. They were given the questionnaire in order to find out their needs.
The second one was the English teachers of SMK YPKK 3 Sleman. The eleventh grade English teacher was involved as the interviewee for pre-design survey. The writer intended to obtain information about the students’ needs based on her perception through the interview. The writer also distributed the questionnaire to the tenth and eleventh grade English teachers to find out their opinions and suggestions on the designed materials in the post-design survey.
Table 3.1: Participants of the Post-design Survey Study Educational
Background
Teaching Experience in Years
Group of Participants
D3 S1 S2 <5 5-10 >10
English Teachers - 2 - - 1 1
English Lecturers - - 3 - - 3
C. Research Instruments
There were two instruments used in this study, i.e. the questionnaires and the interview. The writer used two kinds of questionnaire. The first questionnaire was distributed in the pre-design survey, while the second questionnaire was distributed in the post-design survey. Meanwhile, the interview was conducted in the pre-design survey.
1. Questionnaire
would be able to fill it up without difficulties in understanding the content. The second questionnaire, which used closed and open form, was distributed to the English teachers and lecturers in order to obtain opinions, suggestions, and recommendations on the designed materials.
2. Interview
Interview is an instrument to gather information needed through question and answer held by the interviewer and interviewee. According to Wallace (1998: 146), there are three kinds of interview, namely structured interview, unstructured interview, and semi-structured interview. Structured interview has a very tight structure, and in which the questions will probably be read from a carefully prepared interview schedule, similar to a questionnaire but used orally (Wallace, 1998: 146). Unstructured interview has some kind of structure but not as tight as structured interviews and it would simply be a conversation (Wallace, 1998: 146). The atmosphere is more relaxed and informal. Semi-structured interview also has the structure. There will almost certainly be a prepared interview schedule, but most of the questions will probably be open questions (Wallace, 1998: 147). In order to gain more detailed responses the interviewer may use comments or follow-up questions.
D. Data Gathering Techniques
In the study, there were two phases of data gathering. The first phase was the pre-design survey. In the pre-design survey, the writer distributed the questionnaire to the eleventh grade students of SMK YPKK 3 Sleman in the first and second week of August 2007. The questionnaire was aimed to obtain information about the learners’ interest and difficulties in learning English. The writer distributed the questionnaire to classes XI B & XI C first on August 2, 2007. The writer explained the aim of the questionnaire and asked the students to fill up the questionnaire. Since the questionnaire was written in Indonesia, the students would understand the content of the questionnaire easily. After all of the students of XI B & XI C finished completing the questionnaire, the writer did the same procedure in class XI A on August 6, 2007.
After distributing the questionnaire to the eleventh grade students of SMK YPKK 3 Sleman, the writer conducted an interview with the English teacher of SMK YPKK 3 Sleman. The interview was conducted on August 6, 2007 and it ran for about an hour. It was aimed to gain the information about the learners’ needs in learning English from the teacher. The results of the interview were used to design the materials.
The respondents were given a set of designed materials and the questionnaire to evaluate the designed materials. They had a week to answer the questions and gave opinions, suggestions, and recommendations on the designed materials.
E. Data Analysis Techniques
In the study, the data were analyzed in two phases, namely pre-design survey and post-design survey. The data that were analyzed in pre-design survey were used for designing the materials. Meanwhile, in the post-design survey the data were analyzed and were used for revising the designed materials.
1. Pre-design Survey
In pre-design survey, the writer used questionnaire and interview checklist as the instruments to gather the data. The questionnaire was distributed to the eleventh grade students of SMK YPKK 3 Sleman. The data from the questionnaire were calculated as follows.
% 100
×
∑
nn
Note:
n : the number of students who choose certain topic
Σn : the total number of the students
2. Post-design Survey
In post-design survey, the writer only used the questionnaire as the instrument. The questionnaire was distributed to two English teachers of SMK YPKK 3 Sleman and three lecturers of the English Language Education Study Program Sanata Dharma University Yogyakarta to gain their opinions and suggestions toward the designed materials.
In the designed materials evaluation, there was a survey that used two types of questionnaire, namely closed form and open form. To assess the respondents’ opinions of the designed materials, the writer used closed form questionnaire with five points of agreements as follows.
1= if the respondents strongly disagree with the statement 2= if the respondents disagree with the statement
3= if the respondents are undecided
4= if the respondents agree with the statement
5= if the respondents strongly agree with the statement
The data were measured by the using the central tendency, which consisted of mean, median, and mode. In this study, only mean was used to draw out whether the designed materials were acceptable or not. Mean is an average of all the scores in a distribution. There is a formula to count the mean as follows.
n x
∑
Note:
For the open form questionnaire, the respondents had to write down some opinions, suggestions, and also recommendations on the designed materials. The results of the questionnaire were analyzed descriptively by classifying the answers. Then, the data were used to revise the designed materials.
F. Research Procedure
The writer followed some procedures in conducting the study. Those procedures were divided into three parts, namely pre-design survey, materials development, and post-design survey.
1. Pre-design Survey
The writer prepared the questionnaire and distributed the questionnaire to the eleventh grade students of SMK YPKK 3 Sleman. The writer also listed the questions that were used for the interview. The writer conducted an interview with English teacher of SMK YPKK 3 Sleman in order to obtain more information about the learners’ needs from the teacher’s point of view.
2. Materials Development
3. Post-design Survey
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of three main points. The first part covers the steps done in designing the reading materials for SMK YPKK 3 Sleman. In the second part, the writer presents the results of the survey. The survey was administered by conducting an interview for needs analysis and distributing a questionnaire for materials evaluation. In the last part the writer presents the final revision of the designed materials.
A. The Steps in Designing Instructional Reading Materials for SMK YPKK 3 Sleman
The writer employed eight steps in designing the materials. Those steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, (6) designing materials, (7) evaluating materials, and (8) revising materials. The details of each step were explained in the following discussion.
1. Conducting Needs Survey
find information related to the students’ difficulties in reading class, their learning style, and their favorite topics to be discussed in the reading class. The writer also conducted an interview with the English teacher in order to attain more information about the students and the teaching learning process in reading class. It was held on August 6, 2007 and ran for an hour. The data from both the questionnaire and interview were used to design the materials.
2. Specifying Goals, Topics, and General Purposes
In the study, the goals of the course were derived from the Competence Standard of SBC used in SMK YPKK 3 Sleman. There were eight topics in the designed materials. Those eight topics were in line with SBC and adjusted to the students’ interest. Besides, the general purposes were taken from the Basic Competencies of SBC. The details of goals, topics, and general purposes were presented in Table 4.1.
3. Formulating Objectives
In the next step, the writer formulated the objectives. The objectives were considered as indicators. The objectives were the achievement that should be reached by the students in each course. The details of the objectives were presented in Table 4.2.
4. Selecting and Organizing Contents
Moreover, each unit was divided into four sections. Those sections werewarming up, let’s read, language focus, and what have you learnt today?
Table 4.1: Goal, Topics, and General Purposes
Goal Topics General Purposes
Personal Activities Understanding simple daily conversations both on professional and personal contexts with non-native speakers.
Taking Message from a Telephone Call
Writing down simple messages in direct interaction or writing device.
Application Letters and CV
Business Letters
Listing the job and educational background they have both orally and in written.
Past Events and Future Plans
Talking about their past job and their future plan.
Social Letters Expressing various personal
expressions.
Procedure Understanding simple
instructions. To communicate in English
in Elementary Level
Short Messages Making short messages,
instruction, or list with certain vocabulary.
5. Selecting Teaching Learning Activities and Resources
Table 4.2: The Objectives of the Course Objectives Unit Topic
At the end of the course, the students are able to:
1 Personal Activities 1. Identify a dialogue on personal activities. 2. Write down personal activities.
3. Apply the correct form of present tense in sentence level.
2 Taking Message from a Telephone Call
1. Identify a dialogue on the telephone. 2. Write down simple messages. 3. Make a dialogue on the telephone. 4. Perform the dialogue.
5. Apply the correct form of neither and either in sentence level.
3 Application Letters
and CV
1. Identify the given text on Application Letter and CV.
2. Write an Application Letter and CV.
3. Apply the correct form of causative in sentence level.
4 Business Letters 1. Identify a business letter.
2. Identify each part of business letter.
3. Apply the correct form of preferences in sentence level.
5 Past Events and Future Plans
1. Identify a passage about past event. 2. Write down the specific information.
3. Apply the correct form of past tense and future tense in sentence level.
6 Social Letters 1. Identify social letters. 2. Write social letters correctly.
3. Apply the correct form of conditional sentence in sentence level.
7 Procedure 1. Identify a passage about describing process. 2. Describe a process correctly.
3. Apply the correct form of passive voice in sentence level.
8 Short Messages 1. Identify a brochure and advertisement. 2. Write the main idea of paragraph. 3. Make a brochure or advertisement.
6. Designing Materials
The next step was to arrange all the selected reading materials and learning activities in accordance with general purposes, objectives, and also topics. In this step, the writer organized the contents in a sequential order based on the topics. The writer also added pictures and illustrations to make the designed materials more interesting.
7. Evaluating Materials
Having finished designing the materials, the writer distributed the materials to the experts and users. They were asked to give their comments, opinions, and suggestions on the designed materials. The results of the materials evaluation would be used to revise the designed materials.
8. Revising Materials
B. The Results of the Surveys
The writer conducted two kinds of surveys in the study. The first one was Needs Analysis Survey, which was aimed to find information from both the students and the teacher about problems, learning style and interest in learning English especially reading. The second one was Materials Evaluation, which was aimed to attain opinions, comments, and suggestions on the designed materials from the experts and users.
1. The Results of the Needs Analysis
There were two main data gained from the needs analysis. The first one was the questionnaire results, while the second one was the interview results with the English teacher. The results were presented as follows.
a. The Results of the Questionnaire
The questionnaire was distributed to 70 students, all of whom were the eleventh grade students of SMK YPKK 3 Sleman. The writer distributed the questionnaire to classes XI B and XI C on August 2, 2007 and also distributed the questionnaire to class XI A on August 6, 2007. The respondents had to answer 13 questions related to their learning style, difficulties in reading, and their favorite topics to be discussed in reading class.
difficulties in reading class?” Four students (5.8%) said “seldom”, 41 students (58.5%) said “sometimes”, and 25 students (35.7%) said “often.” It showed that the students rarely found difficulties in reading class.
In relation to question 2, the writer asked the obstacles in reading class in question 3. Twenty six students (32.1%) answered “lack of vocabulary”, 38 students (46.9%) answered “lack of grammar understanding”, nine students (11.2%) answered “difficulties in finding main idea”, while eight students (9.8%) answered other factors. Those factors were (1) the students were hard to find difficult words, (2) the students were unable to understand the reading passage, and (3) the lesson was uninteresting. From the results, it could be concluded that most of the students had a problem in grammar understanding. The fourth question was, “How interesting is reading class?” Five students (7.1%) answered “high”, 55 students (78.6%) answered “medium”, and ten students (14.3%) answered “low.” It meant that so far most of the students could enjoy their reading class since they were not very bored during the lesson. In question four, the writer asked what factors made the students feel bored in the reading class. Fifteen students (19.7%) said that the topics were uninteresting, 23 students (30.2%) said that the passage was too long, 34 students (44.8%) answered that they were unable to understand the passage, while four students (5.3%) answered other factors. Based on the results, the students felt bored in the reading class because they did not understand the passage being read.
words. Twenty-two students (31.4%) answered that they read and found difficult words at the same time. Four students (5.7%) said that they found difficult words then read the passage, while three students (4.3%) answered others. From the results, it could be concluded that the common method used by most of the students in understanding the English passage was reading the whole passage first and then finding difficult words. In question 7, the writer asked what sources of English passages were given by their English teacher. Sixty-nine students (98.5%) answered textbook, while one student (1.5%) answered magazine. It meant that the English teacher used textbook as the source of English passages. Question 8 was “Do you know reading techniques, such as skimming and scanning?” Thirty-three students (47.2%) said “yes”, and 37 students (52.8%) said “no.” It showed that the students were not familiar with reading techniques since thirty-seven students out of seventy students said that they did not know those kinds of techniques.
The next two questions were further responses toward question 8. If the students answered yes, they would continue to answer question 9, which asked about whether those reading techniques help them in understanding English passages. Twenty-nine students (87.8%) said “yes”, while the rest, which were four students (12.2%), said “no.” It was clearly proven that most of the students gained the advantage of using reading techniques in order to understand English passages.
