By - digilib.uns.ac.id fileperpustakaan.uns.ac.id digilib.uns.ac.id TEACHER TRAINING AND EDUCATION FACULTY commit to user DEVELOPING CONTENT-BASED READING MATERIAL: ENGLISH

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DEVELOPING CONTENT-BASED READING MATERIAL: ENGLISH FOR SCIENCE

(A Research and Development at SMA Trensains Muhammadiyah Sragen)

Thesis

Submitted to fulfill one of the requirements for the completion of Graduate

Degree in English Education

By

MUHAMMAD TAUBAH SETIAWAN

S 891408027

ENGLISH EDUCATION DEPARTEMENT

GRADUATE SCHOOL

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2016

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APPROVAL Title:



By

Muhammad Taubah Setiawan

NIM S 891408027

This thesis has been approved by the Supervisors of the English Education of

Graduate Program, Teacher Training and Education Faculty, Sebelas Maret

University Surakarta on July 20, 2016

Supervisor 1

Dra. Dewi Rochsantiningsih, M.Ed. Ph.D NIP. 19600918 198702 2 001

Supervisor 2

Dr. Hersulastuti, M.Hum NIP. 19650421 1987032 002

Approved by:

Head of English Education of Graduate Program

Teacher Training and Education Faculty

Sebelas Maret University

Dr. Ngadiso, M.Pd NIP. 19621231 198803 1009

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LEGITIMATION

Title:



By


NIM S 891408027

This thesishas been examined by the Board of Examiners of the English Education of Graduate Program, Teacher Training and Education Faculty, Sebelas Maret University Surakarta on August 16, 2016. Board of Examiners Name Signature

Chairman Dr. Ngadiso, M.Pd NIP. 19621231 198803 1 009

..................

Secretary Dr. Abdul Asib, M.Pd NIP. 19520307 198003 1 005

.................

Examiner 1 Dra. Dewi Rochsantiningsih, M.Ed. Ph.D NIP. 19600918 198702 2 001

..................

Examiner 2 Dr. Hersulastuti, M.Hum NIP. 19650421 1987032 002

..................

The Dean of Teacher Training and Education, Sebelas Maret University

The Head of English Education of Graduate Program Teacher Training and Education Faculty Sebelas Maret University

Prof. Dr. Joko Nurkamto, M.Pd NIP 19610124 198702 1001

Dr. Ngadiso, M.Pd NIP 19621231 198803 1 009

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PRONOUNCEMENT

This is to certify that I myself write this thesis, entitled: DEVELOPING

CONTENT-BASED READING MATERIAL: ENGLISH FOR SCIENCE. It

is not plagiarism or made by others. Anything related to others’ work is written in

quotation, the source of which is listed on the references.

If then this pronouncement proves incorrect, I am ready to accept any

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, 14 August 2016


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ABSTRACT Muhammad Taubah Setiawan. S891408027. DEVELOPING CONTENT-BASED READING MATERIAL: ENGLISH FOR SCIENCE. First Supervisor: Dra. Dewi Rochsantiningsih, M.Ed.,Ph.D. Second Supervisor: Dr. Hersulastuti, M.Hum. A Thesis: English Education Department, Faculty of Education and Teacher Training, Sebelas Maret University Surakarta. 2016

This research aims are (1) to investigate the quality of ‘English Alive’ textbook to teach reading skill for tenth grade of SMA Trensains Muhammadiyah Sragen; and (2) to develop reading-based supplementary materials to teach reading skill for tenth grade of SMA Trensains Muhammadiyah Sragen. This Research and Development study were conducted in 2 stages; exploration and model development. Exploration stage consists of need analysis, library research, prototype design, and expert judgment while model development consists of prototype try out and evaluation.

It was showed in the result of need analysis that ‘English Alive’ has some weaknesses in teaching reading skill; partially compatible aim, missing of scientific content, limited reading material, lack of teaching reading methodology, and lack of teacher guidance. To develop supplementary materials, “English Alive” was evaluated using a construct of a good textbook evaluation. The result shows that it has several weaknesses in term of aims, content of language, skills, methodology, and teacher’s guidance. Therefore, there was a need for developing supplementary reading material.

The data of this research was taken from English teacher, tenth grade students of SMA Trensains Muhammadiyah Sragen, syllabus and English Alive. The data was taken using interview, questionnaires, observation, documenting, expert judgment, and Focus Group Discussion. Then, the data was reduced, displayed, and concluded based on Miles and Huberman’ model.

The prototype of content-based reading material are developed based on Curriculum 2006 by analyzing standard competence of scientific subjects in Curriculum 2006. Then, some materials which meet those standard competences are developed into draft using teaching reading procedure. The draft was taken to be evaluated by the ELT expert and science expert to find the weakness of the prototype. The draft was revised using experts’ feedback. Then the materials are taken into try-out once to validate the feasibility.

This content-based reading material is hoped to be additional materials for teaching reading and able to improve students’ motivation and classroom situation during its application. Keywords: Reading-based, Supplementary Materials, Content Based, English for

Science

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ABSTRAK Muhammad Taubah Setiawan. S891408027. “Pengembangan Materi Bacaan Berbasis Isi: Bahasa Inggris untuk Sains”. Pembimbing Pertama: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Pembimbing Kedua: Dr. Hersulastuti, M.Hum. Tesis: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret Surakarta. 2016.

Tujuan penelitian ini adalah (1) untuk meneliti kualitas buku teks “English Alive” dalam pengajaran ketrampilan membaca untuk kelas 10 SMA Trensains Muhammadiyah Sragen; dan (2) untuk mendeskripsikan pengembangan materi tambahan membaca untuk mengajar keterampilan membaca untuk kelas 10 SMA Trensains Muhammadiyah Sragen.

Studi Penelitan dan Pengembangan ini dilaksanakan dalam 2 tahap; eksplorasi dan pengembangan model. Tahap eksplorasi terdiri atas analisis kebutuhan, studi pustaka, perencanaan prototipe, dan penilaian ahli sedangkan pengembangan model terdiri atas pengujian prototype dan evaluasi.

Terdapat dalam hasil analisa kebutuhan, bahwa ‘English Alive’ mempunyai beberapa kelemahan dalam mengajar keterampilan membaca; kecocokan tujuan, kurangnya konten sains, keterbatasan materi bacaan, ketidaksesuaian metode mengajar reading, dan ketiadaan panduan guru. Untuk mengembangkan materi tambahan, ‘English Alive’ dievaluasi dengan konstruk dari penilaian buku teks. Hasilnya menunjukkan bahwa terdapat beberapa kelemahan di tujuan, isi kebahasaan, keterampilan, metode, dan panduan guru. Sehingga, terdapat sebuah kebutuhan mengembangkan materi bacaan tambahan.

Data di penelitian ini diambil dari guru bahasa Inggris, siswakelas 10 SMA Trensains Muhammadiyah Sragen, silabus, dan English Alive. Data diambil menggunakan wawancara, kuesioner, observasi, pendokumentasian, pendapat ahli, dan Fokus Grup Diskusi. Kemudian, data direduksi, ditampilkan, dan disimpulkan menggunakan model dari Miles dan Huberman.

Prototipe dari materi bacaan berbasis isi dikembangkan berdasarkan kurikulum 2006 dengan menganalisa standard kompetensi dari pelajaran sains di kurikulum 2006. Kemudian, beberapa materi yang sesuai dengan standard kompetensi tersebut dikembangkan menjadi draft dengan prosedur mengajar membaca. Draft diajukan untukdievaluasi oleh ahli pengajaran bahasa Inggris dan ahli sains untuk menemukan kelemahan dari prototype. Draft diperbaiki berdasar masukan dari para ahli. Kemudian, materi diuji cobakan sekali untuk validasi feasibilitas.

Materi bacaan berbasis isi ini diharapkan menjadi materi tambahan dalam mengajar membaca dan dapat meningkatkan motivasi siswa dan situasi ruang kelas selama penggunaannya. Kata Kunci: Berbasis Bacaan, Materi Tambahan, Berbasis Isi, Inggris untuk Sains

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MOTTO

“Hanya kepada-Mu kami menyembah dan hanya kepada-Mu kami

meminta pertolongan”

(Al-Fatihah: 5)

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DEDICATION

This thesis is dedicated to:

My family, my aunt, and ticket to marriage

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ACKNOWLEDGEMENT All praises and thanks to Allah SWT, who guides me until now.

Sholawat and salam for Muhammad SAW, who we wait for his help in the

afterlife.

My gratitude is for those who contribute in completing my thesis. First

appreciation is for Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., as my first

supervisor. Second is for Dr. Hersulastuti, M.Hum., as second supervisor. Both of

them have given guidance, help, feedback, and encouragement during this thesis

completion.

I am much obliged to Dra. Siti Rochani Ch, M.Pd, for her support and

motivation during my study.

My sincere gratitude also goes for SMA Trensains Muhammadiyah

Sragen, especially for Hakim Zanky, LC., Kristanto, S.Pd, and its students.

My appreciation to Dr. Sumardi, M.Hum and Agus Purwanto, Dsc. for

their suggestion and feedback during expert validation in this study.

My appreciation also goes to ‘Pejuang RnD’, Team A, B class, and mas

Yos, for the help, assistance, and any other contributions.

Lastly, I hope this study can be useful for the English teaching and

learning process, especially as a mean mediating between English and Science.

Furthermore, “IES” can be a contribution towards the teaching and learning

English as a foreign language in Indonesia, especially for reading skill.

Surakarta, 14 August 2016


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TABLE OF CONTENTS

TITLE PAGE ............................................................................................................. i APPROVAL ............................................................................................................... ii LEGITIMATION ....................................................................................................... iii PRONOUNCEMENT ................................................................................................ iv ABSTRACT ............................................................................................................... v ABSTRAK ................................................................................................................. vi MOTTO ..................................................................................................................... vii DEDICATION ........................................................................................................... viii ACKNOWLEDGEMENT ......................................................................................... ix TABLE OF CONTENTS ........................................................................................... x LIST OF TABLES ..................................................................................................... xiv LIST OF FIGURES ................................................................................................... xv LIST OF ABBREVIATIONS .................................................................................... xvi LIST OF APPENDICES ............................................................................................ xvii

CHAPTER I INTRODUCTION .............................................................................. 1 A. Background of the Study ............................................................... 1 B. Formulation of the Problems ......................................................... 6 C. Objectives of the Research ............................................................ 6 D. Significance of the Research ......................................................... 7

CHAPTER II LITERATURE REVIEW ................................................................... 8

A. Theoretical Review ........................................................................ 8 1. Reading ....................................................................................... 8

a. Definition of Reading .............................................................. 8 b. Reading Skills .......................................................................... 9 c. Problems in Reading ................................................................ 12 d. Approaches of Reading ........................................................... 14 e. Teaching Reading .................................................................... 23

2. Material Development .................................................................. 27 a. Nature of Material Sevelopment .............................................. 29 b. Principles of Developing Material .......................................... 30 c. Criteria of A Good Textbook ................................................... 31

3. Content Based Instruction ............................................................ 41 4. English for Special Purposes ........................................................ 47 5. English for Science ...................................................................... 48

B. Review on Related Research ......................................................... 55

CHAPTER III RESEARCH METHOD ..................................................................... 63

A. Research Design .......................................................................... 63 B. Research Procedures .................................................................... 64

1. Preliminary Study ................................................................... 65

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a. Purpose of the Stage ........................................................... 65 b. Research Setting ................................................................. 65 c. Techniques of Collecting Data ........................................... 66 d. Techniques of Data Analysis ............................................. 66

2. Model Development Stages .................................................... 69 a. Purpose of the Stage ......................................................... 69 b. Research Setting ............................................................... 69 c. Techniques of Collecting Data ......................................... 70 d. Technique of Analyzing Data ........................................... 71 e. Output ............................................................................... 72

CHAPTER IV RESULT OF THE STUDY ................................................................ 73

A. Exploration Stage ........................................................................ 73 1. The Description of Reading Material in English Alive 1 to

Teach Tenth Grade ................................................................. 74 a. Book Evaluation ............................................................... 75 b. The Use of English Alive 1 for Tenth Grade to Teach

Reading ............................................................................. 82 2. Prototype Development .......................................................... 85

a. Standard Competence ....................................................... 85 b. Designing the Prototype ................................................... 92

3. Expert Judgement ................................................................... 96 a. The Result of Expert from The Expert of ELT ................. 97 b. The Result of Expert from The Expert of Scientific

Content .............................................................................. 100 B. Model Development .................................................................... 101

1. Try Out Implementation ......................................................... 101 2. Result of Questionnaire .......................................................... 105 3. Result of Focus Group Discussion ......................................... 106 4. Revision of Try Out ................................................................ 107

C. Research Finding and Discussion ................................................ 108 1. Finding .................................................................................... 108 2. Discussion ............................................................................... 115

CHAPTER V CONCLUSION AND SUGGESTION............................................... 119

A. Conclusions .................................................................. ......... 119 1. The Quality of English Alive for tenth grade to Teach

Reading Skill ...................................................................... 119 2. The Product of Developing Content- Based Reading

Material for Tenth Grade Student to Teach Speaking Skill .................................................................................... 119

B. Implication .............................................................................. 121 C. Suggestions ............................................................................. 122

BIBLIOGRAPHY ...................................................................................................... 124 APPENDICES ........................................................................................................... 127

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LIST OF TABLES

Table 2.1 Reading Indicators Construct ........................................................... 12 Table 2.2 The Shifting Trends between Past and Current Trends in Textbooks

......................................................................................................... 32 Table 2.3 Checklist of Textbook Evaluation by Cunningsworth (1995) in

Richard (2001) ................................................................................. 38 Table 2.4 Criteria of Good Textbook by Nation and Macalister (2010) ......... 40 Table 2.5 The National Science Education Standards ..................................... 53 Table 3.1 Schedule Preliminary Activities ...................................................... 65 Table 3.2 Subjects of Interview in Preliminary Research ................................ 66 Table 3.3 Percentage to Draw Conclusion ....................................................... 72 Table 3.4 Product Specification ....................................................................... 72 Table 4.1 Construct of Textbook Evaluation ................................................... 73 Table 4.2 Standard Competence of Scientific Subjects Taken into Prototype 85 Table 4.3a List of Materials Taken to be developed into Prototype .................. 87 Table 4.3b The Whole Development of Material into Prototype ...................... 89 Table 4.4 Evaluation Result of the expert of ELT .......................................... 97 Table 4.5 Evaluation Result of the expert of Science ...................................100 Table 4.6 Result of Teacher’s Questionnaire ................................................105 Table 4.7 Result of Questionnaire ................................................................105 Table 4.8 Finding of the study ......................................................................109 Table 4.9 Evaluation result of English Alive ................................................109

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LIST OF FIGURES

Figure 3.1 Steps in Administering R & D research ...................................... 63 Figure 3.2 Technique of Analyzing Data ..................................................... 67 Figure 3.3 Triangulation Method ................................................................. 68 Figure 4.1 Front and back cover of English Alive 1 .................................... 75 Figure 4.2 English Alive 1 has ten units ...................................................... 77 Figure 4.3 Listening and speaking activities ................................................ 78 Figure 4.4 Reading and writing activities .................................................... 79 Figure 4.5 The front and back cover of IES ................................................. 93 Figure 4.6 Activity 1 as pre-reading activity in part A in first unit .............. 94 Figure 4.7 Activity 2 while-reading activity in part A in first unit .............. 94 Figure 4.8 Activity 3 as post-reading activity in part A in first unit ............ 95 Figure 4.9 Refreshment part ......................................................................... 96 Figure 4.10 Revision in Activity 3 of Part D to adjust difficulty level part ... 98 Figure 4.11 Before and after editing draft layout .......................................... 99 Figure 4.12 Summary in first unit .................................................................. 99 Figure 4.13 Before and after picture addition .............................................. 107 Figure 4.14 The front cover of IES before and after revision ...................... 113 Figure 4.15 IES organization ....................................................................... 114 Figure 5.1 The front cover of IES .............................................................. 120 Figure 5.2 IES organization ....................................................................... 121

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By - digilib.uns.ac.id fileperpustakaan.uns.ac.id digilib.uns.ac.id TEACHER TRAINING AND EDUCATION FACULTY commit to user DEVELOPING CONTENT-BASED READING MATERIAL: ENGLISH