Considering that MTs tends to accommodate Moslem religion, so the selection of suitable English readingtextmaterials for the students is important. As Nuttal in Sudirman (2015) state that there are three main criteria when choosing the text to be used in the classroom and one of them is suitability. This criterion can be considered to be the most important, because the suitability of text can interest students to study. Furthermore, the statement is strengthened by Hutchinson and Waters (1987:107) which claim that to improve the students ’ motivation and make learning better and faster, teachers or lecturers should prepare materials which are relevant to the students’ needs . In conclusion, the text given to the MTs students should be based on their needs in line should be suited and related to the discipline of MTs itself that is about Islamic knowledge.
This study concerns on how readingtextmaterials are developed for vocational school. This study was conducted by using developmental research. The subject of this research was class XII SMK Sandhy Putra 2 Medan consisting of 36 students. Instrumentations for collecting data were questionnaire and interview. After analyzing the data, the writer got the students’ need in learning English in term of vocation that they have . Based on the students’ need analysis, then it was got some basic competences which need to be reached by the students, and based on the basic competences, syllabus could be designed. After syllabus had been designed, developing teaching materials was done. The developed teaching materials were related to the vocation that the students had; it was culinary art. The development of materials followed four stages; those were pre-development/ planning, development, evaluation, and revision.
This thesis deals with Developing English ReadingTextMaterials in Culinary for Vocational School. This study is aimed to develop English readingtextmaterials about describing people, food and culinary spot based on student s’ needs of Culinary Art. This study was conducted by using Research and Development (R&D). The subject of this research was class X SMKN 10 Medan consisting of 32 students. The language skill was concerned on reading comprehension, particularly in descriptive text. Qualitative data consist of syllabus, lesson plan, and existing teaching materials. Instrumentation for collecting data were questionnaire, interview and existing materials. After analyzing the data, the writer got the students’ need in learning English in term of vocation that they have through questionnaire and interview. After the students’ need had been analyzed, the new readingmaterials was developed. The developed teaching materials were related to the vocation that the students had; it was culinary art. The development of materials followed six stages; those were gathering information and data, analyzing data, designing new reading material, validating new reading material, revising new reading material, and final product revision. Based on the result of experts’ validation, the developing English reading te xt materials was equipped with adding one example in each exercise, adding the representative picture in each chapter and adding the generic structure of descriptive text on the readingtext. Based on the result of the study, it can be concluded that developing English readingtextmaterials is appropriate (4.32 = 86.55%) to use by the students of Culinary Art.
This chapter conclude the findings of the study drawing on the question. Based on the result of the study conclude that ten grade students of vocational high school need English readingmaterials because they want to improve their ability in reading and master reading skill. The English readingmaterials should be developed due to student’s need and level. The content of readingmaterials
For that reason, the development of readingtextmaterials to be suitable to the students’ needs and major is conducted in order to give students the materials which motivate them in reading and make them easier to comprehend the materials so that, the basic competence in English subject can be achieved. It is also conducted to fulfill the demand of Curriculum 2013 that the relevant materials should be given to the students. The development is conducted by selecting texts related to computer and network engineering from internet and book and then adapting (modifying) them to the needs in order to provide suitable texts for the students.
The process of comprehension is like making a cake, that mental process in achieving something and to check that a step has not been missed. To comprehend the text of reading, the students must be able to predict the text. Although they do not know the vocabulary, but it is hoped they know the key of the text. Some processes happen when you are reading, as you read your brain tells your eyes what to look in order to make connections. To be successful in reading comprehension, students need to actively comprehend what they read. It means that the readers must be able to decode the words or recognize words from the text that they read. 6 In conclusion, reading comprehension is the ability to comprehend the meaning of the text with a set of knowledge which reflect communicative interaction which including a good
As early mentioned that not all the teachers write a lesson plan in using the materials, in this study, the lesson plan is required to give a description of material use. To write a lesson plan, it is an important skill for a teacher as Jensen said, all good teachers have some type of plan when they walk into their classroom (2001; 403). Serving as a map or checklist that guides us in knowing what we do next (Ur, 1996), basically, according to Jensen, the lesson plan decides what to teach, in what order, and for how much time one activity is done (2001; 403). He also reminds us that a good lesson plan guides but does not dictate what and how we teach.
competence than others. STAD method is more effective than conventional method for teaching reading. It means, STAD is suitable and effective for students having high motivation. The teacher has to know which method works well according to the students’ motivation in the teaching and learning process. He can use that teaching method to improve the students’ motivation. STAD is one of the methods requiring highly motivated students in mastering the learning materials. Peer-teaching or sharing knowledge is the main aims in the group activities. STAD method is a form of small group learning with different background of members (academic competence, sex, and ethnicity). The success of the group depends on how far the members can master the learning materials through group task or individual quizzes. In mastering the learning materials, students try to share duties, such as: finding out the meaning of words or vocabularies or translating the text among the members. This method will not only emphasize the students in mastering the academic content but it will also make their relationship more familiar. STAD also requires the students to be more active in their teams with a help of teacher. The teacher is to monitor and assist the activity of the groups and their members. In fact, students become more independent and active in mastering the learning materials because they can share and discuss with
Following the development of technology, the form of English texts are transformed into the digital ones. Digital texts, according to Dillon (1992), are viewed from a screen such as a computer monitor. Very specifically, Gunes (2009a; 2009b) cited in Zeynep and Ergun (2012); stated that the characteristic of digital text is the presentation of a certain portion of printed texts from a screen. This format is implemented to create teaching and learning process of English, especially in increasing students‘ abilities in four skills of English –
The subject of this research is the first grade students in class VII A of SMP Dirgantara Bandar Lampung, first semester in academic year 2011/2012. Based on the researcher’s experience in teaching that class for about three months, she found that most of the students have low ability in reading comprehension. It can be seen from their low average score in reading test which cannot reach the minimum score that is 65. Besides, most of the students seem not actively involved in the learning activity in reading class.
Based on those definition above, it can be concluded that comics is an art form using a series of static images in fixed sequence, written text is often incorporated. The three most common forms of comics are comic strips (as appear in newspaper), comic books (also po pularly called “manga” when referring to Japanese comic books) and Graphic Novels. Comic strips are serial comics that are published in a newspaper. Whereas comic books are weekly or monthly magazine containing purely stories that served in comic form. The last form is Graphic novel. Comic books sometime come using a different term, graphic novel , to describe the more ambitious works in the art form. For creators, labeling their work a graphic novel allows them to distance themselves from the commercial and periodical connotations associated with comic books.
Pair work and group work also in line with the use of cooperative learning in practicing the reading of authentic textmaterials. Larsen-Freeman and Anderson (2011:186) states that cooperative learning (sometimes called collaborative learning) essentially involves students learning from each other in groups. But it is not the group configuration make the group distinctive; it is the way that students and teachers work together that is important. As we have just seen, with learning strategy training, the teacher helps students learn how to lean more effectively. In cooperative learning, teachers teach students collaborative or social skills so that they can work together more effectively. Indeed, cooperation is not only a way of learning, but also a theme to be communicated about and studied.
However, there are still many students who do not realize the importance of reading to support their life into a better direction. UNESCO (2012) reports that index of reading ability of Indonesian students reach in 0,001. It means that out of one-thousand-Indonesian-student, there is only one who has reading ability. The pretension to improve the reading ability in the circle of Indonesian students is not easy to create. This phenomenon is different if it is compared to the other students in Asian country. In this case, the reading ability of Indonesian children are under the children in Philippines, Thailand, Singapore, and Hong Kong.
Abstract: This study aims to investigate the students’ reading techniques difficulties in recount text. The study is based on the theory proposed by Mikulecky and Jeffries (2004) regarding the reading techniques; previewing and predicting, scanning, skimming, summarizing and making inference. The study employed qualitative approach with a case study design. Fifteen students in the sixth semester of a state of University in Bandung were selected as the participants of the study. Reading test and semi-structured interview were used as the instruments. The data from the reading test in the form of students’ responses were analyzed based on the scoring guide of reading techniques (adapted from Mikulecky and Jeffries, 2004). The findings of the study indicated that the most difficult reading technique is making inference. It can be seen that 53% of the students get a lower score. Based on the findings, it is suggested that English teachers put a big concern in developing students in being a good reader and giving a guidance in practicing the techniques.
Teaching reading to the elementary students is not an easy thing to do as they have to be able to draw meaning from the printed page and interpret the information appropriately (Grabe and Stoller, 2004: 9). Moreover, the elementary students also have short attention span in following the lesson. Thus, the elementary students need interesting reading activities that could motivate them to follow the lesson. If they feel enjoy in reading, it will help them to achieve better result. The Cooperative Integrated Reading Composition (CIRC) is one of the methods that can be used to teach reading to be more interesting. In teaching reading using CIRC, the students will work in the groups to do interesting activities such as reading to one another, making prediction about how the story will end, responding to the story orally or in a written form, practicing spelling and vocabulary mastery (Slavin, 1995: 105).
In Indonesia, the objectives of teaching and learning English, as stated in Standard Competence in the curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) 2006, the objective of teaching and learning reading in the second semester of second grade of senior high school is to understand the meaning of short functional text and simple essay in a form of report text, narrative text, and hortatory exposition in daily life context and to access knowledge. It is further described on the basic competence that the students should be able to respond the meaning and rhetorical steps in the essay that used accurate, fluent, and suitable written language in daily life context and to access knowledge. 1
Abstract: This study was intended to evaluate the readingmaterials on “English in Focus” textbook for seventh grade students published by the National Department of Education in Indonesia in 2008 based on good readingmaterials and to investigate the teachers’ perception about the textbook. The evaluation criteria is based on the good readingmaterials criteria by Patel and Jain (2008). The study was employed descriptive-qualitative method with checklist and interview as its instrument to collect and identify the data. The results show that the readingmaterials in the textbook fulfill the criteria of good readingmaterials. Furthermore, the results from the interview show that the teachers’ perception about the book is sufficiently good.
Nurkhasanah in 2010 studied narrative texts and their language features in Look Ahead English textbook for senior high school students year XII published by Erlangga. The purpose of this study is to find out the narrative construction and elements of lexico-grammatical features in narrative texts. This study found out that the generic structure of most narrative texts in this textbook are well- constructed. Although there are some deviations of generic structure in some texts, like the jumbled construction of the texts, the students can still understand the text. However, this study found out a narrative text that uses simple present tense which can make students confused.
According to the results, it was found that universally there was significant relationship between metacognitive awareness and reading comprehension gains at level .002 (p < .05, F = 6.627 > F test). It demonstrates a strong positive linear relationship between both variables. This finding was in line with the findings of preceding studies such as Zhang & Sheepo (2013), Dabarera et.al (2014) and Fitrisia et.al (2015). It also indicates that students with high reading comprehension are reported to use more metacognitive reading strategies than those who gained lower achieving opposite score. Some researchers (Carrel, 1989 and Alireza, 2011) conclusively affirm that the readers are able to attain reading comprehension through reading strategies. They found that learning strategy becomes effective tools used to improve readers’ ability and also the motivation