i
FOR THE FIRST GRADE STUDENTS OF SMP N 3 SLEMAN
A T h e s i s
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Eva Priscilia Sitompul Student Number: 001214137
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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( Anonymous)
D on't say you're not import ant , I t simply isn't t rue, T he f act t hat you were born, I s proof , God has a plan f or you.
T he pat h may seem unclear right now, But one day you will see, T hat all t hat came bef ore,
Was t ruly meant t o be.
God wrot e t he book t hat is your lif e, T hat 's all you need t o know. Each day t hat you are living,
Was writ t en long ago.
God only writ es best sellers, So be proud of who you are, Your charact er is import ant , I n t his book you are t he "St ar".
Enjoy t he novel as it reads, I t will st and t hroughout t he ages,
Savor each chapt er as you go, T aking t ime t o t urn t he pages.
L if e is like a river. L et it carry you, not knowing where
it will t ake you, and you will journey
t o amazing places;
O r, st ay on t he shore, knowing f or sure where you will be, and you will go nowhere.
I dedicate this thesis to
my late daddy, my mommy,
my dear sister and brother,
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ACKNOWLEDGEMENTS
There is no greater love that has been given to me except that from Jesus Christ who arts in Heaven. His love and grace, I believe, will always accompany me wherever and whenever I need them.
My sincere gratitude goes to Drs. YB. Gunawan, M.A., my Major Sponsor, for his willingness and patience to guide me in writing this thesis. I thank him for his support, suggestions, and advice so that I could finish my thesis. My sincere gratitude also goes to Made Frida Yulia, S.Pd., M.Pd., my Co-Sponsor, for her kindness and patience to hear my stories and to share her ideas into my thesis. I thank her for her careful corrections and suggestions. I am really glad to have them.
I am also indebted to the English Education lecturers , secretariat staff and librarians who have helped and served me the best they can do. The knowledge I gained until today could not be substituted with anything. They really are the best people in their fields.
I would like to thank my great parents, (V) Papa Tompul and Mama Elvira, for their endless love, prayer, patience and support. I thank them for always asking me to finish my thesis as soon as possible. Without their support I could not finish this thesis.
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S.E., who will always be a part of my life. He has been teaching me the meaning of honest and true love. He makes me so special and meaningful. All I want to say is “Ai na holong do roha’ku tu ho pariban hasian”
My thankfulness goes to Dodo, who has made my dream come true. I thank him so much for illustrating the fables. Without his help, this thesis does not mean anything.
A special thank goes to my best friend, Rosalia Listyaningsih, S.H. I thank her for wonderful times we have shared so far, especially the moments that we had during our teenage time. I will not forget every single crazy thing we experienced together.
I would also like to thank ALPHA English Course big family. My special gratitude goes to Dra. Sri Joeliantini, who has been teaching me how to be not only a good English teacher but also a good person in the universe. I thank her for the chances she gave me to develop both my teaching skill and my managerial skill. My big thanks also go to my best team work, Ms Yo, Ms Eva, Ms Yen, Mbak Indah, Mbak Ajeng, Lita, Prima, Dian, and Clara. I thank all of them for the ‘red light’ as their support for me to finish the thesis as soon as possible.
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Page
TITLE PAGE ………..………... i
APPROVAL PAGES ………...………. ii
DEDICATION PAGE ………..………..…... iv
STATEMENT OF WORK’S ORIGINALITY ……….. v
STATEMENT OF PUBLICITY ….………..……. vi
ACKNOWLEDGEMENTS ………... vii
TABLE OF CONTENTS …………..………. ix
LIST OF TABLES ……….. xiii
LIST OF FIGURES ………...… xiv
ABSTRACT ……….. xv
ABSTRAK ... xvi
CHAPTER I INTRODUCTION ………... 1
a. Background of the Study ……….….. 1
b. Problem Identification ………..………... 5
c. Problem Limitation ……… 5
d. Problem Formulation ……….. 6
e. Objectives of the Study ……….. 6
f. Benefits of the Study ………...………... 7
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A. Theoretical Description ………. 10
1. Overviews on the Nature of Reading ……… 10
2. Teaching Reading ...……….. 13
3. Implementing the Theories of Reading to the Developed Materials 14
4. Instructional Design Models ……… 15
a. Kemp’s Model ………...………. 16
b. Janice Yalden’s Model ………. 18
c. Borich’s Model ………. 22
5. The Competence-Based Curriculum for Junior High School …. 25
a. The Rationale ………. 25
b. The Definition ……… 26
c. The Goals and Functions ………... 26
d. The Scope ………... 26
6. The Curriculum in School Level ……….. 28
B. Theoretical Framework ………. 30
CHAPTER III METHODOLOGY ……….. 35
A. Research Method ………..……. 35
1. Research and Information Collecting ……… 36
2. Planning ………. 37
3. Development of Preliminary Form of Product ……….. 38
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B. Research Setting and Subject ………... 39
1. Setting ………..………. 39
2. Subject ………..………. 40
C. Research Instruments ………....……….… 41
1. For the First Survey ……….. 41
2. For the Second Survey ………... 42
D. Data Collection ……… 42
E. Data Analysis Technique ………..….. 43
F. Procedures ………..….... 45
CHAPTER IV RESEARCH RESULTS AND DISCUSSION …………... 47
A. Research Results ………...………… 47
1. Conducting Needs Survey ……… 47
a. The Data of the Questionnaire ……….... 48
b. The Data of the Interview ………….………... 49
2. Formulating Goals, Topics, and General Purposes ………. 50
3. Specifying Learning Objectives ……….. 52
4. Listing Subject Content ……… 54
5. Selecting Teaching – Learning Activities and Resources ……. 55
6. Evaluating the Designed Materials ………. 55
a. Data Presentation ……… 56
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B. Discussion ………. 59
C. Materials Presentation ………... 66
CHAPTER V CONCLUSIONS AND SUGGESTIONS ……….… 68
A. Conclusions ……….….. 68
B. Suggestions ………... 69
REFERENCES ….………... 71
APPENDICES ………... 74
Appendix 1: A Letter of Permission ……….. 75
Appendix 2: Interview Questions ………... 77
Appendix 3: The Questionnaire ……….. 79
Appendix 4: The Results of the Interview ………. 82
Appendix 5: The Results of the Questionnaire ……… 85
Appendix 6: The General Description ……… 88
Appendix 7: The Evaluation Questionnaire ……… 91
Appendix 8: The Lesson Pla n ………. 94
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Table 1 The Standard Competence for Grade Seven ………. 30
Table 2 The Description of the Respondents ………. 41
Table 3 The Sample of Descriptive Statistics ……… 45
Table 4 Personal Information of the Respondents (Needs Analysis) ……… 48
Table 5 Personal Information of the Respondents (Interview)……….. 50
Table 6 The Bas ic Competence ……….……… 52
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Figure 1 Kemp’s Model of Instructional System ………..…… 18
Figure 2 Yalden’s Language Program Development ……… 21
Figure 3 Borich’s Stages of the Planning Process ……… 25
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Sitompul, Eva Priscilia. 2008. A Set of Supplementary Reading Materials Using Fables for the First Grade Students of SMP N 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Nowadays, most of the information we need is provided in English. This is because English is an international language spoken by most people in the world. However, Indonesians’ awareness of reading this information is still low; English is rarely used. They prefer to choose information written or spoken in Indonesian. Through this study, the writer attempted to design a set of supplementary English materials using fables to teach reading to the first grade students of SMP N 3 Sleman in order to motivate the students to read English.
There were two problems analysed in this study. They are: 1) How is a set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman designed? 2) What do the designed set of supplementary reading materials look like?
In order to answer the first question, the wr iter adopted and modified the three instructional design models from Borich, Kemp and Yalden. The steps involved were conducting a needs analysis, formulating goals, topics and general purposes, specifying learning objectives, listing subject content, selecting teaching – learning activities and instructional resources, evaluating the designed materials and revising them.
To answer the second question, the writer presented the final version of the designed materials after making some revisions and improvements of the designed materials from the evaluation survey. There were eight topics in the designed materials. Each topic covered three phases of reading. The three phases were pre-reading, whilst reading and post-reading. The writer used five points of agreement to assess the respondents’ opinions on the designed materials. The results of the survey were calculated using measures of central tendency. The grand mean of the evaluation of the designed materials was 4.23. This showed that the set of supplementary reading materials for the first grade students of SMP N 3 Sleman was applicable.
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Sitompul, Eva Priscilia. 2008. A Set of Supplementary Reading Materials Using Fables for the First Grade Students of SMP N 3 Sleman. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Saat ini banyak informasi yang kita butuhkan tersedia dalam bahasa Inggris. Hal ini karena bahasa Inggris merupakan bahasa internasional yang digunakan oleh sebagian besar masyarakat di dunia. Namun, kesadaran masyarakat Indonesia akan pentingnya membaca informasi berbahasa Inggris masih rendah; bahasa Inggris jarang digunakan. Masyarakat lebih memilih informasi dalam bahasa Indonesia baik lisan maupun tulisan. Melalui studi ini, penulis berusaha untuk merancang satu set materi tambahan untuk pelajaran membaca dengan menggunakan cerita binatang untuk siswa kelas satu Sekolah Menengah Pertama Negeri 3 Sleman yang digunakan untuk memotivasi mereka untuk membaca bahasa Inggris.
Ada dua masalah yang dianalisa di studi ini: 1) Bagaimanakah satu set materi tambahan untuk pelajaran membaca bahasa Inggris dengan menggunakan cerita binatang untuk siswa kelas satu Sekolah Menengah Pertama Negeri 3 Sleman dirancang? 2) Bagaimanakah bentuk dari satu set materi tambahan untuk pelajaran membaca bahasa Inggris dengan menggunakan cerita binatang?
Untuk menjawab pertanyaan pertama, penulis mengambil dan memodifikasi tiga model desain instruksional dari Borich, Kemp dan Yalden. Langkah- langkah yang digunakan adalah melaksanakan analisa kebutuhan, merancang tujuan, topik -topik dan tujuan-tujuan umum, menspesifikasikan tujuan-tujuan umum, mendaftar pokok bahasan, menyeleksi kegiatan belajar-mengajar dan sumber-sumber pengajaran, mengevaluasi materi dan memperbaiki materi.
Untuk menjawab pertanyaan kedua, penulis menampilkan hasil akhir dari desain materi setelah memperbaiki dan menambah beberapa hal dari survey evaluasi. Ada delapan topik pada desain materi ini. Setiap topik terdiri dari tiga fase membaca yaitu kegiatan sebelum membaca (pre-reading), kegiatan membaca (reading) dan kegiatan setelah membaca (post-reading). Penulis menggunakan lima poin persetujuan untuk mendapatkan pendapat-pendapat dari para responden terhadap desain materi. Hasil akhir dari survey tersebut dihitung dengan menggunakan kecenderungan nilai tengah (measures of central tendency). Rata-rata keseluruhan dari evaluasi terhadap desain materi adalah 4.23. Hal ini menunjukkan bahwa satu set materi tambahan untuk pelajaran membaca dengan menggunakan cerita binatang untuk siswa kelas satu Sekolah Menengah Pertama Negeri 3 Sleman dapat dipergunakan.
INTRODUCTION
This chapter is a general description of what the writer will discuss in the next chapters. This part consists of 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
English language is considered important as the first foreign language in Indonesia to improve and develop science, technology, art, and culture, and to maintain a relationship with other countries (Depdikbud, 1994: 1). Therefore, English is necessary to be learnt because it becomes an important subject in the curriculum and it helps Indonesian people to follow the growth of the world. To provide Indonesian people with a good understanding of English, the government realize that they should prepare all the aspects which can help the Indonesian people in learning English. The government stipulate that English is taught from the first grade of the elementary school. In this level, English skills are taught in the simplest way, including the reading skill. The reading materials provide the students with a simple story along with some simple comprehension questions.
not capable of reading English texts, let alone using English. This means that the teaching of English in the secondary schools has not been successful.
Then, in 2001 the government tried to improve the students’ capability of using English by reviewing the 1994 English Curric ulum. The English teaching, consequently, emphasizes the students’ competencies. The basic competency of Junior High School students is mastering the four English language skills which have relevant contexts based on their maturity and interests. Those four language skills are listening, speaking, reading, and writing.
Reading skill mastery may facilitate the mastery of other language skills. Actually in language teaching process, the four language skills cannot be separated. They should be taught integratively using one of the language skills; in this case reading skill is taught to integrate the other skills. As the basis or the guidance to teach other language skills, however, reading is perhaps the most difficult language skill to teach. Most of the English teachers were accustomed to following certain teaching techniques prescribed in the textbooks. The students may have considered the teaching- learning process boring. Thus, it is hoped that the teachers would avoid this problem. They are expected to present reading materials not in the same way as teachers did in the past without thinking of making some modifications on them, but they must be creative enough to make students enjoy the learning process.
materials for the students to read and should also realize what kinds of books that they like. Many people, especially teenagers, like to read fables. They like fables because they consist of animal pictures showing kinds of the characters of the animals. Also, the plot of the story can be seen clearly in order that they can follow the story easily. They can retell the content of the story to others without thinking deeply about it because they understand the story well. In addition, most fables contain other countries’ culture and good moral lessons and that is why, they may learn about others’ culture and develop their personalities after reading fables.
From this phenomenon, teachers may take some advantages by developing their reading materials using fables. Teachers can create the reading materials in such a way to make the reading activity interesting to do. When students already begin to like English passages, teachers may replace fables with other literary media such as magazines or newspapers. Teachers may also use them as supplementary reading materials depending on the students’ needs and condition. In other words, teachers may or may not use fables in the learning process if the students have been ready to read other English passages.
quality of motivation corresponds with the quality of materials’ importance and students’ learning activities. In other words, materials and learning activities are the most important things for the success of learning. The 2000 Instructional Program Outline (GBPP) also states that in the teaching learning process, language elements which are considered difficult for students can be systematically presented based on the theme (2000: 3). This statement denotes that teachers are free to create their materials based on the students’ ability and needs.
As what is proposed by Davis (1997) about the area of language instruction, teachers of reading should constantly search for new and innovative materials to enhance learning in the formal classroom environment. Davis believes that other materials should be introduced into the class to expose students, both physically and mentally, to the outside world, particularly in EFL settings where authent ic models are scarce. Therefore, in this design, the writer would like to use fables as the supplementary reading materials in order to develop students’ reading ability. As a result, they would be accustomed to reading English textbooks from the simple to the complicated ones.
students ’ interest, that is, a set of supplementary English materials using fables to teach reading to the first year students of Junior High School.
B. Problem Identification
Since English is used as a foreign language, it is possib le that the students of Junior High School might find difficulties in learning English, especially in reading complicated texts. In addition, they might find reading English texts more complex than learning other English skills because the texts and the provided activities do not build their curiosity. Thus, the teachers of English at Junior High School should find an interesting and comprehensive way to present the reading materials to the students so that they can easily follow the course and improve their reading ability.
However, most of the students read texts in the textbooks and do the exercises only whe n the teacher asks them to. The texts and the exercises bore them. They do not enjoy it and they do not feel motivated in doing the exercises. Therefore, the writer designs these materials to make the reading materials more interesting and to offer a different technique in order to make the students read more texts and enjoy their reading class.
C. Problem Limitation
specified for SMP N 3 Sleman, Yogyakarta. Second, the writer focuses only on the reading activity which is considered an uninteresting activity, while in fact, reading should be an important activity in the learning process to acquire other English skills. Third, the reading materials which are discussed in this study are only reading materials using fables, not other reading materials. Fourth, the designed materials discussed in this study are merely supplementary reading materials. They are used to add or to complete the existing teaching materials.
D. Problem Formulation
The study aims to answer two main questions. They are stated as follows: 1 How is a set of supplementary reading materials using fables for the first grade
students of SMP N 3 Sleman designed?
2 What do the designed set of supplementary reading materials look like?
E. Objectives of the Study
The study aims to answer the problems formulated in the problem formulation. They are:
1. To find out how a set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman is designed.
b. To present the designed set of supplementary reading materials for the first grade students of SMP N 3 Sleman.
F. Benefits of the Study
The following explanation is about some benefits that could be obtained from this study.
1. For the teachers
The teacher s may consider these supplementary reading instructional materials as one of the alternatives to help them develo p their creativity in teaching reading. 2. For the students
The design is useful for the first grade students of Junior High School to help them improve their reading ability using the materials developed by the writer. 3. For other English material designers
G. Definition of Terms
The following are some significant terms related to the study. 1. Design
Design is the general arrangement or planning. Design is a developed plan to guide educational activity in a situation (Houle, 1978: 230). Then, designing is the same as creating a new set of materials that fits the learning objectives and specific area of particular learning (Hutchinson and Waters, 1994: 106). In this study, designing is intending or setting a set of supplementary reading materials for the first grade students of Junior High School.
2. Supplementary materials
In Webster’s New Word Dictionary, Guralnik (1976: 707) states supplement is “a section added to a book or the like to give additional information, correct errors in the body of the work, etc.” Thus, supplementary materials refer to the materials that are designed to add or complete the existing materials. In this study, the supplementary materials refer to the materials of reading using fables, which are intended to improve students’ reading skill.
3. Reading
mind. According to Grellet (1981: 7), reading is a constant process of guessing, and what one brings to text is often more important than what one finds in it. The reader sometimes finds some difficult words when he reads the passage. He often guesses the meaning of those difficult words. In Webster’s New World College Dictionary (1996), it is stated that reading is a particular interpretation or performance, as of something written or composed. Besides, the reader is not only able to know the meaning of the words, but also to interpret the passage. Basically, reading is an active cognitive process of something written or composed. The reader is able to know the meaning of the words by guessing and interpreting.
4. Fables
According to Grolier’s Encyclopedia of Knowledge (1993: 194-195), fable is defined as “a brief tale in which animals or inanimate objects speak and behave like humans, usually to advance a moral point”. In this study fable is written in some paragraphs and in each story there is a moral lesson to be taught in class. 5. Junior High School
LITERATURE REVIEW
In this chapter, the writer would like to discuss some theories related to the study. In the theoretical description, the writer presents overviews on the nature of reading, teaching reading, implementing the theories of reading to the developed materials, instructional design models, the competence-based curriculum for Junior High School, and the curriculum in school level (KTSP). The second part, theoretical framework, is the guidance for the wr iter in conducting the study.
A. Theoretical Description
There are six points to be discussed in the theoretical description. They are overviews on the nature of reading, teaching reading, implementing the theories of reading to the developed materials, instructional design models, the competence-based curriculum for Junior High School, and the curriculum in school level (KTSP). 1. Overviews on the Nature of Reading
Barnitz (1985: 3) states that reading is a complex communication process in which the mind of the readers interacts with the text in a particular setting or context. It means that during the reading process readers construct a meaningful representation of text through an interaction of their conceptual and their linguistic knowledge with cues which are in the text. Furthermore, Mitchell (1982: 1) also states that
Reading can be defined closely as the ability to make sense of written of printed symbols. The reader uses the symbols to guide the recovery of information from his or her me mory and subsequently uses their information to construct a plausible interrogation of the writer’s message.
Meanwhile, Clark and Silberstein, quoted by Asiyah (2000: 10), describe that reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning. It means that when the readers interact with the print, their prior knowledge is combined with the written information. Then, it will result in the comprehension about the message of the written information.
Reading is viewed as a two-way process in which the author presents his idea through words, while the readers are reading the printed pages that contain certain ideas and experience the background knowledge that the readers process. ”The author’s socio-cultural, value system, and attitude background are needed to help the readers get something out of the reading” (Widagdo, 1998 : 10). Therefore, moral lessons presented in the fables are learnt in order to shape the readers’ behavior in their society or community.
understand everything in the text. Readers are not passive subjects who can only read letters, words, and sentences without unders tanding the content, but they are active subjects who are able to work on the text and able to come to the understanding without looking at every letter and word (William, 1986: 2). In other words, readers are active subjects who can select and comprehend the information in the text.
If readers, in this case students, are active subjects, teachers should know what reading materials their students want to read and what is suitable for the students’ level. As what is proposed by Davis (1997) about the area of language instruction, teachers of reading should constantly search for new and innovative materials to enhance learning in the formal classroom environment. A textbook is just a material that has been altered and simplified for the consumption of the learner. Davis believes that other materials should be introduced into the class to expose students, both physically and mentally, to the outside world, particularly in EFL settings where authentic models are scarce. Therefore, in this design, the writer would like to use fables as the supplementary reading materials in order to develop students’ reading ability. As a result, they would be accustomed to reading English textbooks from the simple to the complicated ones.
writer would like the students to learn something from the messages. The lessons would be very useful for them to improve not only their reading skill but also their attitudes in their societies.
According to Kennedy and Gioia (1999: 5), the characters in a fable may be talking animals, inanimate objects, or people and supernatural beings. However, the characters are not widely developed in a fable because their actions are led to a certain message. By its very bareness and simplicity, fables seem to be designed to teach lessons about human life. It means that fables are read to let the readers understand what the message is. Therefore, the designed materials do not focus on the characters’ development of a story, but they offer some valuable moral lessons to the students.
2. Teaching Reading
Apart from the vocabulary and language matters, teachers should know that teaching reading is not an easy task. According to Urquhart and Weir (1998: 183), there are three phases, or sometimes called three strategies in teaching reading, which are called pre-reading, whilst reading and post-reading.
a. Pre-reading strategies
with expeditious reading strategies. Prediction is often a case of supplying or activating appropriate background knowledge such as lectures, discussion, debate, real- life experiences, text previewing or introduction of vocabulary.
b. Whilst-reading strategies
Whilst-reading phase is meant to lead the students to understand the content of the reading passage. The skills involved are:
§ Scanning
It helps the students search quickly for specific information from the materials, such as finding the meaning of a word in dictionary, finding statistical information and finding answers to certain questions from a text.
§ Skimming
It means to quickly read part of the text to obtain the general impression of what the text is about and to select the sentences that are worth reading.
c. Post-reading strategies
Questions of evaluation and of personal response are also seen by teache rs and course book writers as valuable post-reading activities, relating the text to the outside world. In addition, Nuttal (1996: 167) also suggests that the reading activities in this strategy may be done either ora lly or in written.
3. Implementing the Theories of Reading to the Developed Materials
designing them, the writer considers two things in order to develop students’ reading skill. They are the students’ needs and the strategies of teaching reading.
The writer agrees that students must be put as active subjects. They need to be exposed both physically and mentally to the reading passages that are suitable and interesting in order to make them understand the context or the message from the passages. The writer also wants the students to learn something valuable and meaningful for the students’ social life. Therefore, the instructional design uses fables as the passages so that the students will not only develop their reading skill but also learn something meaningful because there is a moral lesson taught in each fable.
Considering the success of teaching reading using fables as the materials, the writer applies the three strategies proposed by Urquhart and Weir (1998) and Nuttal (1996). They are pre-reading strategies, whilst-reading strategies, and post-reading strategies. In the design, however, the terms of the strategies are changed into Warming-up, Let’s Read, and Cooling Down.
4. Instructional Design Models
a. Kemp’s Model
According to Kemp (1977: 8), it is important to make an instructional design plan because it will help the designers to become familiar with the design which will be developed later on. In this instructional design plan, the designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. Later on, it is hoped that the design will suit both the students’ needs and the plan itself.
Kemp’s model of instructional design can be applied in all education levels from elementary school up to college. Another benefit of this model is that the designer can apply the method to individual topics and then to units and then to complete courses. According to Kemp (1977: 8), the plan is designed in order to supply answers to the following questions:
1) What must be learned? (Objectives)
2) What procedure and resources will work best to reach the design learning levels? (Activities and resources)
3) How will we know when required learning has taken place? (Evaluation) The following are the stages designed by Kemp (1977: 9-11):
1) Goals, Topics, and General Purposes
This stage is aimed to identify and formulate the general instructional objectives for each topic.
2) Learner Characteristics
3) Learning Objective s
This stage is aimed to formulate the specific instructional objectives that should be achieved based on the observable and measurable students’ attitudes.
4) Subject Content
This stage is aimed to design the learning materials that support the attainment of each specific instructional objective.
5) Pre-Assessment
This stage is aimed to develop a pre-test to know the student’s background (i.e., their educational level) in an attempt to discover suitable topics.
6) Teaching /Learning Activities and Resources
This stage is aimed to select teaching learning activities and instructional resources that can be applied to achieve the specific instructional objective appropriate for accomplishing each objective.
7) Support Services
This stage is aimed to identify support services or facilities which are required to implement the design plan such as funds, facilities, equipment, and many others. 8) Evaluation
This stage is aimed to evaluate students’ learning processes based on the criterion of the achievement of specific instructional objectives. This step should be done in order to revise and re-evaluate each step that needs some improvements.
developing the instructional system from every point and go anywhere. This process may happen because the instructional program development is considered a system in which its components are interdependent. However, Kemp state s that this model still takes the objectives as a starting point and the evaluation as the end.
Figure 1 Kemp’s Model of Instructional Design (Kemp, 1977: 9) Evaluation
Support Services
Goals, Topics, and General Purposes
T/L Activities Resources
Pre- Assessments
Subject Content
Learning Objectives Learners’ Characteristics
b. Janice Yalden’s Model
A communicative syllabus, according to Yalden (1987: 109), is a syllabus which is designed for describing a classroom. The purpose of Yalden’s model is to present a syllabus which considers the communicative needs of the learners. The model consists of seven steps (Yalden, 1987: 101-118, 138-153), namely:
1) The Needs Survey
Needs survey is conducted to study the learners’ needs and to determine the objective that is attainable for the learners.
2) The Description of Purpose
Conducting needs survey will give the syllabus designer direction for describing the purpose of a language program. She explains further that the purpose of the language program can also be investigated from the setting in which the survey is conducted.
3) The Selection or Development of Syllabus Type
The choice of syllabus type is done when the general category of a language program has been decided. She employs a proposed range of syllabus from a structural syllabus to a completely learner-centered one. There are six types of syllabus proposed by her. They are:
Type I: Structural – Functional
This type provides a structure in a communicative function. It enables the learners to study the linguistic form and the communicative function.
Type III: Variable Focus
Variable emphasizes the language program shifts according to the level of proficiency. Thus, the emphasis is not determin ed by the given topics, but by the needs of the learners.
Type IV: Functional
The objective that is stated in this type of syllabus is in terms of communicative function. The linguistic forms, however, are not abandoned.
Type V: Fully Notional
This type of syllabus is applicable for the learner who already has adequate proficiency of English, but the syllabus still needs to be specified for a very particular purpose.
Type VI: Fully communicative
This type of syllabus is also called learner-generated syllabus. The learners become the source of input.
4) The Production of a Proto-Syllabus
5) The Production of a Pedagogical S yllabus
The specification of every single word and phrase will be conducted in this stage. Therefore, the production of a pedagogical-syllabus will be completely developed.
6) The Development and Implementation of Classroom Procedures
The communicative syllabus brings a significant change in the teacher’s role. The teacher should regard himself as a facilitator tha n a leader. The classroom procedures, therefore, are conducted based on the learner’s activities rather than the teacher’s.
7) Evaluation
Evaluation can be done at every stage, which enables the designer to revise the type and the content of the syllabus.
From the above points, Yalden’s stages start from the importance of conducting needs survey for which the program is prepared. It is done to establish realistic and acceptable objectives. Yalden’s Language Program Development is shown in Figure 2.
Needs Survey (1)
Development & Implementation of Classroom Procedures (6) Evaluation (7) Selection & Development of Syllabus Type (3)
Description of Purpose (2)
Production of a Pedagogical Syllabus (5) Production
Figure 2 Yalden’s Language Program Development (Yalden, 1987: 88)
c. Borich’s Model
The writer also found other information which is related to the instructional activity. The model, proposed by Borich (1996: 111), starts with the answers to the following questions:
1) Which aims and goals should you try to achieve?
2) To which learner needs should you direct your instruction?
3) What should you teach, and in what ways can you structure the content to produce maximum learning (for instance, by establishing consequences making transitions, by highlighting important points and interweaving themes)?
4) How can you orchestrate various teaching methods to meet the objectives (for instance, question and answer, discussion, review and practice)?
5) What instructional media and materials should you use to deliver the content and assess whether it has been learned?
6) On what basis should you revise the instruction?
105-113) names the stages the “planning process”. He applies four stages in designing an instructional material. They are:
1) Gaining knowledge of some inputs
According to Borich, the first stage in the instructional material development is gaining knowledge of some inputs. The four primary inputs to the planning process are stated as follows:
• aims and goals, reflected by national and state policies and legislation, school district curriculum guide, and adapted textbooks and materials
• learner characteristics and individual differences, reflected by the learners’ attitude and achievement, personality traits (anxiety, learning style, and self-concept), peer influence, and home and family life
• knowledge of academic discipline and grade level curriculum, reflected by content organization (such as general-to-detailed, simple-to-complex, abstract-to-concrete), ordering of priorities (such as connections and transitions among and between parts), major and minor themes (such as most important and or least important), and content-specific facts, rules, concepts, and principles
2) Generating alternatives
It is very important to determine the appropriate content and methods to use with the learners. The first step is about choosing among different instructional goals to select the learners’ characteristics, to which the instruction will be tailored. Second, it deals with organizing the content and at last, the designer selects teaching method and instructional materials.
3) Recognizing value assumptions
The goals, learning needs, organization, and methods must be matched up. In this step, the goals must be matched with the learning needs, and then both of them must be tied to a specific organizational pattern and instructional arrangement to make the best “goal- learning need-organization- method” match. Borich also states that the objectives are organized into cognitive behaviors (development of intellectual abilities and skills), affective behaviors (development of attitudes, beliefs, and values), and psychomotor behaviors (coordination of physical movements and bodily performance). One of the most important results of prioritizing the goal- learning need-organizatio n-method matches is that the value assumptions will be recognized as the combination of the implied methods. Matching and prioritizing are planning activities that encourage learners to actively consider consequences of certain decisions.
4) Revising alternatives
monitoring the consequences of the instructional decisions, and the most effective means of revising them.
Add new data about Expand set of Revise match, inputs , as needed alternatives, as as needed
needed
Figure 3 Borich’s Stages of the Planning Process (Borich, 1996: 114)
5. The Competence-Based Curriculum for Junior High School
The Competence-Based Curriculum (Mulyasa, 2004: 27), henceforth called CBC, means “Suatu konsep kurikulum yang menekankan pada pengembangan kemampuan melakukan (kompetensi) tugas-tugas dengan standar performasi
tertentu, sehingga hasilnya dapat dirasakan oleh peserta didik, berupa penguasaan
terhadap seperangkat kompetensi tertentu (a curriculum concept which emphasizes the development of the abilities to complete the tasks (competency) by using certain standards, so that the results can contribute beneficial things to the students’ mastery of certain competency)”. Further discussion of this curriculum is stated as follows.
Gain knowledge of input to the planning
process: goals, learning needs, content organization, and methods Generate alternatives from knowledge of inputs
Sele ct & prioritize goal-learning need organization-method match and recognize value implications
Obtain feedback from the learner
a. The Rationale
Basically, like the 1994 syllabus, competence-based curriculum stresses that English language be a tool to convey meaning, thoughts, ideas and feelings. English is the first foreign language in Indonesia which is considered important for absorbing and developing science, technology, art and culture, and building relationship with other nations. Furthermore, this new curriculum adds that English mastery is a principal requirement for Indonesian people to overcome the globalization era. There are a lot of ways to master English but teaching English in school seems an effective way to overcome the problem.
b. The Definition
English is a communication device both orally and in written. To communicate means to understand and share information, ideas and feelings. By using the language, students can develop themselves in science, technology and culture.
c. The Goals and Functions
English subject has the following goals and functions. They are:
§ Develop communication competence in English both orally and in written. Communication competence includes listening, speaking, reading and writing.
§ Develop the understanding about the relationship between language and culture and widen the cultural scope.
d. The Scope
The English aspects comprise macro skills, basic language elements, culture aspects, and literature aspects. The abilities that are stated in macro skills are listening, speaking, reading, and writing in a basic level. Fur thermore, grammar, vocabulary, intonation and pronunciation are the examples of basic language elements. Equally important, cultural aspects are also included in the English expressions in texts or materials. In addition, literature aspects take important part as well, such as to understand and appreciate literature.
There are some terms, which are often used in the CBC and in consequence need to be clarified. The terms are:
a. Competence standard: Competence standard is an ability which is mastered and implemented by the students in a subject after the learning process is carried out (Nurgiyantoro, 2003: 3). Competence standard is the spelling out from the functions and objectives of the national education.
b. Basic competence: Basic competence is minimum ability mastered by the students (Nurgiyantoro, 2003:4). Basic competence is spelled out directly from the competence standard. The mastery of the competence standard is achieved through the mastery of the basic competence.
or response showed by the students in relation to the basic competence (Nurgiyantoro, 2003: 4).
Therefore, English skills become the main concerns of the CBC. The standard competence for each skill for the seventh grade students is described in Table 1.
According to Direktorat Pendidikan Lanjutan Pertama (2004: 3), there are four phases in presenting any kinds of texts in spoken or written cycles. The phases are: (1) Building Knowledge of the Field (BKOF), (2) Modeling of Text (MOT), (3) Joint Construction of Text (JCOT), and (4) Independent Construction of Text (ICOT). The first phase is meant to bring the students’ attention to specific features of the text, such as the vocabulary, sentence structure, generic structure, and lexicon grammar. In the second phase, models of texts are given. It is advised to present authentic texts. The students are required to write a certain kind of text in pairs or groups in the third phase. Finally, the students write a piece of writing individually.
More importantly, it is noticeable that those four phases are not always implemented thoroughly. Those phase s can also start from any phases in a disorderly fashion. The considerations are the competence to achieve and the students’ ability.
6. The Curriculum in School Level
there is one thing that makes it different from CBC; that is, it offers schools to provide its syllabus based on their students’ needs.
The curriculum in school level (KTSP) means “Kurikulum operasionalyang disusun dan dilaksanakan oleh masing-masing satuan pendidikan” (an operational curriculum which is made and held by each school). The curriculum consists of goals, subjects, teaching – learning schedules, and syllabus. In the syllabus, teachers describe the competence standard, the basic competence, teaching – learning sources and activities, the indicators, the students’ assessment, the time allocation, and the teaching – learning aids (Bahan Sosialisasi KTSP, 2007: 5). It means that teachers are free to make the syllabus based on their students’ needs. Therefore, it is hoped that by making its syllabus, schools will be able to maximize the teaching – learning process in order to achieve the goals.
Table 1 The Standard Competence for Grade Seven (Direktorat Pendidikan Lanjutan Pertama, 2004: 13-21)
English Skills Competence Standard
Listening Students are able to understand
phonological system, word meanings, the meaning of interpersonal, ideational, and textual in simple sentences, which are included in interactional and narrative texts accompanying pictures. Speaking Students are able to pronounce sounds
and words, and express the meaning of interpersonal, idea tional, and textual in interactional sentences accompanying pictures.
Reading Students are able to read words, phrases, and sentences with correct pronunciation loudly, and understand the meaning of interpersonal, ideational, and textual in simple interactional, narrative, and descriptive texts.
Writing Students are able to write words,
phrases, and sentences to express the meaning of interpersonal, ideational, and textual in the form of loose sentences, interactional, procedural, and short descriptive texts.
B. Theoretical Framework
the learners. At last, Borich’s model has an important step in designing an instructional material, namely revising alternatives, which is not found in the other two models. However, the other theories stated in this chapter are also considered in order to provide the best design for the learners. Below are the steps taken by the writer.
Step 1: Conducting Needs Survey
The writer uses Yalden’s model “Needs Survey” as the first step. In this step, the writer analyses the students’ needs by distributing a questionnaire to three out of six classes of the first grade students of SMP N 3 Sleman. Besides, the writer also interviews the English teachers of SMP N 3 Sleman. The interview consists of questions to find out the students’ needs. The writer develops the designed materials based on the results of the needs survey and the basic competencies for reading skills in the Competence-Based Curriculum.
Step 2: Determining Goals, Topics, and General Purposes
instruction. After determining the topics, the writer begins to formulate the general purposes of each topic. Finally, the writer organizes target language into cognitive behaviors, affective behaviors, and psychomotor behaviors since they are included into one point stated in Borich’s model.
Step 3: Specifying Learning Objectives
This step is adopted from the third stage of Kemp’s model “Specific Learning Objectives”. The specific learning objectives are formulated after the goals, topics and the general purposes have been formulated. The specific learning objectives here are as guidance for the teachers whether the students have achieved the materials that they learnt.
Step 4: Listing the Subject Content
This step is taken from the fourth stage of Kemp’s model “Subject Content”. The subject content must closely relate to the objectives and to the students’ needs. Hence, the subject content in this study is derived from the objectives.
Step 5: Selecting Teaching/Learning Activities and Resources
Step 6: Evaluating the Designed Materials
The writer uses the term “Evaluation” to evaluate the designed materials and this step is the writer’s own step. This step is divided into two parts. The first part is to find out the evaluators’ opinions and suggestions on the designed materials by distributing evaluation questionnaire to the English teachers of SMP N 3 Sleman and the English instructors of ALPHA English Course Yogyakarta. The second part is to evaluate the feedback of the designed materials from the evaluators.
Step 7: Changing to Improve
The writer adopts the last stage of Borich’s model “Revising Alternatives” as the last step, which is named “Changing to Improve”. In this step the writer revises the designed materials based on the respondents’ suggestions or criticism on the designed materials. The main purpose of this phase is to provide the best materials for the learners.
Conducting Needs Survey
Determining Goals, Topics, and General Purposes
Specifying Learning Objectives
Listing Subject Content
Selecting Teaching/Learning Activities and Resources
Evaluating the Designed Materials
Changing to Improve
Revision Line
METHODOLOGY
In this chapter, the writer discusses the methodology used to answer the research questions formulated in the previous chapter. The first method is to find out how a set of supplementary reading materials using fables to the first grade students of SMP N 3 Sleman is designed. The second is to present the designed set of materials. In the following sections, the writer will discuss some important elements that support the methodology.
A. Research Method
In this study, the writer used a method which takes the research knowledge and includes it into the designed materials that can be used in the classrooms. The method is called research and development (R & D). It aims at providing a bridge that frequently exists between educational research and educational practice (Borg & Gall, 1983: 771).
Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775). However, because of limitation in time and capacity, the writer decided to adapt the R & D cycle. The writer would apply five steps. Those steps are: 1. Research and Information Collecting
In this study, Research and Information Collecting included the rationale of the study, literature review, and classroom observation. The importance of this step was to describe as specifically as possible the educational product that was to be developed in this study. Therefore, in this step the writer collected the data from the first grade students of SMP N 3 Sleman as well as the English teachers.
There are four ways to gain information, that is, review of literature, interview, questionnaire, and classroom observation. In this study, the data would be gathered through questionnaire. The data gathered consisted of the importance of English reading skill and students’ perceptions and experiences toward English reading class. Furthermore, information and opinion from the English teachers of SMP N 3 Sleman about the topic choices suitable with the first grade students and their teaching experiences especially in teaching reading were also needed.
ways, like face-to-face with individuals or groups, by mail or by telephone. Each method has its advantages and disadvantages, but obtaining answers from a large number of people to a set of carefully designed and administered questions lies at the heart of survey research (Fraenkel and Wallen, 1996: 342). Moreover, according to Sprinthall (1993: 3), a survey is designed to gather information from samples (occasionally, even some populations) by using questionnaires or sometimes an interview. There were two surveys conducted in this study. The first survey was needs survey and the second survey was the evaluation of the designed materials survey.
2. Planning
In this study, Planning included defining skills, stating objectives, and determining course sequence. The writer used the data from Research and Information Collecting as the basis to determine the objectives of the design and the subject content. The Research and Information Collecting data was considered important because it assisted the writer in deciding the learners’ needs, learners’ interests, and learners’ background as well as the learning environment.
3. Development of Preliminary Form of Product
In this study, preparation of instructional materials, handbooks/ha ndouts, and evaluation devices were included in Development of Preliminary Form of Product. The writer also used the data from Research and Information Collecting as the basis to design the materials. The data was needed to design materials which were appropriate for the first grade students of SMP N 3 Sleman.
An important principle that should be observed in developing the preliminary form of instructional materials was to arrange the materials so as to permit obtaining as much feedback as possible from the field test. Subsequently, the feedback would be used as a basis on revising and improving the instructional materials so that they were completely prepared for use in the schools
4. Preliminary Field Testing
In this study, the purpose of Preliminary Field Testing was to acquire evaluation and comments as well as criticism of the designed materials. The opinions and evaluations on the designed materials would be used to revise and improve the designed materials. The designed materials would be evaluated by four English teachers of SMP N 3 Sleman and three English instructors of ALPHA English Course Jogjakarta. The feedback would be collected using questionnaire.
5. Main Product Revision
Considering the R & D methodology, the writer conducted surveys. The surveys were conducted because the writer needed to find the needs of the students before she designed the materials. A survey research is one of the common forms of research engaged by educational researchers. The writer asked questions to a number of English language teachers about a particular topic or issue. This asking of questions, all related to the issue of interest, is called survey and it could be done in a number of ways, like face-to-face with individuals or groups, by mail or by telephone. Each method has its advantages and disadvantages, but obtaining answers from a large number of people to a set of carefully designed and administered questions lies at the heart of survey research (Fraenkel and Wallen, 1996: 342). Moreover, according to Sprinthall (1993: 3), a survey is designed to gather information from samples (occasionally, even some populations) by using questionnaires or sometimes an interview. There were two surveys conducted in this study. The first survey was needs survey and the second survey was the evaluation of the designed materials survey.
B. Research Setting and Subject
In obtaining some data for the needs analysis, the writer conducted the survey to some participants in some places. The following would be the discussion about where the places were and who the participants were.
1. Setting
the micro-teaching done by the writer, the students usually felt bored and unmotivated when they had to read, and it influenced their ability to read English. Therefore, the teachers needed to create a way to increase the students’ motivation. One of the ways is through fables. As the second survey’s fulfillment, the writer conducted the survey in two places, that is, SMP N 3 Sleman and ALPHA English Course Yogyakarta. It was done in order to gain the evaluation of the designed materials from Junior High School teachers and English language instructors.
2. Subject
suitable to improve students’ reading skills. In addition, it was also aimed at finding out the instructors’ feedback of the designed materials in order to improve the designed materials.
Table 2. The Description of the Respondents
Sex Educational Background
Teaching Experience (years) Group of
Respondents
F M D3 S1 S2 1-5 6-10 >10
Teachers 4 4 2 2
Instructors 3 3 3
C. Research Instruments
To find out whether the proposed instructional materials for the first year students of SMP N 3 Sleman were acceptable or not, the writer employed some instruments. They were as follows.
1. For the First Survey
While for interviews, there are two basic types of questions used in an interview (Ary et al., 1990: 418). They are structured and unstructured interview. Unstructured interview permits a free response from the respondents to answer the question rather than restricts the response to a choice from among stated alternatives. In structured interview, the interviewer reads the questions and presents the respondents with various alternative response options. In this study, the writer used unstructured interview. Through this interview the writer obtained information about the characteristics and the needs of the first grade students of SMP N 3 Sleman. The interview was done until all information and evaluation needed were obtain ed.
2. For the Second Survey
To obtain feedback of the designed materials, the writer decided to distribute the unstructured questionnaire. It was distributed to the English teachers of SMP N 3 Sleman and to the English language instructors of ALPHA Englis h Course Yogyakarta after the writer finished designing the instructional materials. The writer used the questionnaire to obtain the respondents’ opinions about the designed materials. The respondents were required to choose one of the five points of evaluation from 1 to 5. The results would be the basis of materials evaluation.
D. Data Collection
the questionnaire since it was written in English. The purpose of guiding them was to avoid confusion and difficulties in understanding the meaning. Briefly, the writer translated each number into Indonesian language, and then the students chose the options. To gather the data for the needs survey, the writer also conducted an informal interview with the English teachers of SMP N 3 Sleman.
To come up with the best final version of the materials, the second questionnaire on the developed material was distributed to the English teachers of SMP N 3 Sleman and the English language instructors of ALPHA English Course Yogyakarta. The evaluation questionnaire for the designed set of materials was distributed in August until September 2006.
E. Data Analysis Technique
The analysis of the data was aimed at solving the problem of what the English supplementary reading materials using fables to the first grade students of SMP N 3 Sleman looked like. In the study, a descriptive data analysis was chosen. To evaluate the proposed English supplementary reading materials for the first grade students of SMP N 3 Slema n, the data were taken from the questionnaire and interview.
The data of the questionnaire for the students as the needs’ survey were calculated as follows:
N x 100%
Note:
N : the number of students who chose certain answers
?N : the total number of the students
The survey for the designed materials evaluation used two types of questionnaires. They were closed-questions to assess the respondents’ opinions on the designed materials and open questions and interview to gain the respondents’ opinions, criticisms, and suggestions.
The Likert Scale (1932) is one of the most widely used techniques to measure attitudes. It assesses attitude toward a topic by presenting a set of statements about the topic and asking respondents to indicate for each whether they strongly agree, agree, are undecided, disagree, or strongly disagree (Ary et al., 2002: 224). Therefore, the writer uses Likert Scale or summated rating scale to measure the assessment of the respondents’ opinions on the designed materials. There were five points of agreements as follows:
1 : if the respondent strongly disagrees with the statement 2 : if the respondent disagrees with the statement
3 : if the respondent is undecided with the statement 4 : if the respondent agrees with the statement
5 : if the respondent strongly agrees with the statement
Then the data were all measured by central tendency. To compute the data, three indices were needed as follows:
§ Mean : an average of all the scores in a distribution
§ Mode : the most frequent score in a distribution
Table 3. The Sample of Descriptive Statistics
Central Tendency
No. Respondents’ Opinion N
Mn Med Md
Note:
• N : number of respondents
• Mn : an average of all the scores in a distribution
• Med: the midpoint in a distribution
• Md : the most frequent score in a distribution
F. Procedures
In answering the questions of the study, there were five steps that the writer carried out. The steps were:
1. conducting needs survey: interviewing two English teachers of SMP N 3 Sleman and distributing 120 copies of questionnaire to the first grade students of SMP N 3 Sleman
3. evaluating materials: distributing seven copies of designed materials and evaluation questionnaire
4. revising the designed materials based on the evaluation from the respondents 5. making a final version of the designed materials
6. writing the research report
RESEARCH RESULTS AND DISCUSSION
In this chapter, the writer would like to discuss three main things. The first part of this chapter discusses the writer’s steps and stages in designing the instructional materials, including the survey results. In the next part, the writer would like to discuss the results of the survey study which aimed to gain the evaluation of the designed materials. The respondents’ evaluation would be the final results of the designed supplementary reading materials using fables for the first grade students of SMP N 3 Sleman. At last, the writer would also discuss the presentation of the designed materials.
A. Research Results
In answering the first question; that is, how a set of supplementary reading materials using fables for the first grade students of SMP N 3 Sleman is designed, the writer conducted several steps which were taken from the collaboration of three instructional materials design models. Those three models were Kemp’s, Yalden’s, and Borich’s models. The collaboration of those steps is discussed further as follows. 1. Conducting Needs Survey
teachers of SMP N 3 Sleman (Appendix 2). The findings of the needs survey were recorded and explained in two sections. They were the data on the questionnaire and the interview.
a. The Data of the Questionnaire
The questionnaire was distrib uted to the first grade students of SMP N 3 Sleman. The questionnaire in this research was a closed form questionnaire, which means the writer gave the questions together with the options of the answers so that the respondents, in this case the first grade students of SMP N 3 Sleman, could answer the questions given easily by crossing or circling the provided answers. The advantage of using a closed form questionnaire is to help the writer to analyse the data easily.
1) The Description of the Respondents
The total needs survey respondents were 120. The data are recorded in
Table 4. The writer chose the three classes because based on the interview with the English teachers of the school, the students’ levels of those three classes were almost the same.
Table 4. Personal Information of the Respondents Class Number of Students Sex
Female Male
Seven A 40 19 21
Seven B 40 22 18
The results of the distributed questionnaire showed that there were more than half of the students who chose ‘yes’ answer. It means most of them liked reading. They also put fables as the first rank for the type of their favourite passages because they thought that the stories were interesting. However, most of them still found reading an English passage difficult because of their lack of vocabularies. Many students also chose the statement that their teachers had not give n them a reading passage that they liked. The result also showed that most students liked fables and they would be pleased if their teachers gave them fables to read because they thought they would have better understanding of the content of the material by using fables. Most of them would also feel enthusiastic if they read fables as the reading passages. The complete results of the students’ needs analysis can be seen in Appendix 5. b. The D ata of the Interview
Besides distributing questionnaire to the students, the writer also conducted an interview with the English teachers of SMP N 3 Sleman. The interview was needed to collect as much information as possible about the students’ needs, the students ’ level of proficiency towards reading, and many others. The interview conducted was unstructured interview. Therefore, it allowed the teachers to give opinions, reasons, and answers towards the questions given freely.
1) The Description of the Respondents
Teacher for Class
Sex Age Teaching
Experience
Educational Background M F < 20 > 20 1-5 6-10 > 10 D3 S1 S2
Seven 2 2 2 2
Eight 1 1 1 1
Nine 1 1 1 1
2) The Results of the Interview
From the interview with the English teachers, it was found that basically the students liked the reading activity and their proficie ncy toward the reading subject was not too low. The problem was the uninteresting materials that the teachers gave. Teachers seldom gave them a fable which was actually more interesting than only a plain text. From the interview, the writer concluded that, generally, the teachers agreed that fables can develop students’ motivation and interest to read English passages. The results of the interview with the English teachers of SMP N 3 Sleman are presented in Appendix 4.
2. Formulating Goals, Topics and General Purposes
arranging the topics, the writer firstly considered the
