THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING

SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY

Manuscript Publication in Partial Fulfillment of the Requirements for the

Degree of Magister in Language Study of Graduate Program Magister of

MAGISTER OF

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

i

THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING

SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY

MANUSCRIPT PUBLICATION

Manuscript Publication in Partial Fulfillment of the Requirements for the

Degree of Magister in Language Study of Graduate Program Magister of

Muhammadiyah University of Surakarta

Written by:

SRI AMBAR WIYATI

NIM S200120044

GRADUATE PROGRAM

MAGISTER OF LANGUAGE STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2014

THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING

SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY

Manuscript Publication in Partial Fulfillment of the Requirements for the

Degree of Magister in Language Study of Graduate Program Magister of

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

ii

ADVISORS’ APPROVAL

THE INSTRUCTIONAL DESIGN FOR TEACHING OF READING

SKILL AT GRADE X, SMA N 2 PATI : NATURALISTIC STUDY

by SRI AMBAR WIYATI

NIM S200120044

Manuscript Publication has been approved by the advisors to be examined by the

board of examiners.

First Advisor Second Advisor

Prof. Endang Fauziati Agus Wijayanto, Ph. D

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The Instructional Design for Teaching of Reading Skill

at Grade X, SMA N 2 Pati: Naturalistic Study

Ambar wiyati, Sri. S200120044. The Graduate Program Magister

of Language Study Muhammadiyah University of Surakarta.

ABSTRACT

Reading is important skill as a means of developing second language competence. Those

who read more will have larger vocabulary. As the result, they do better on test of

grammar, writer better and spell better (Krashen, 1993). English teachers take a central

role to help the students to achieve the reading competence, so they need knowledge of

instructional design. This study was conducted to describe the instructional design for

teaching of reading skill at Grade X, SMA N 2 Pati. The data of this study were the reading

teaching learning of two English teachers at grade X, teachers’ and students’ interview.

Each English teacher was recorded twice. The instructional design for teaching reading

were: 1)the learning objectives, 2)the syllabus, 3)classroom procedure, 4)classroom

reading techniques, 5)the instructional material, 6)teacher’s role, 7)student’s role,

8)media, 9)assessment. The data were analyzed based on the theories of instructional

design components from Richards and Rodgers (1987: 146) in Fauziati (2009: 17-20),

Fauziati (2010: 191-192, 207), Moore and Kearsley (1996), Harmer, J. (2004: 56-63, 78-79,

295-300). Meanwhile, classroom reading strategies were analyzed from Brown H. D.

(2000).The result shows first that the components of instructional design for teaching

reading at grade X, SMA N 2 Pati that have applied based on the theory: the learning

objectives, the syllabus, classroom procedure, classroom reading techniques, teacher’s

role, student’s role, media, assessment. Second, one of the teacher sometimes selected

instructional material not related with syllabus. The nine components of instructional

design were only one that was not properly done, so it was concluded that instructional

design for teaching reading at grade X, SMA N 2 Pati has been done well. This findings of

the study will hopefully give contribution to improve delivery of instruction and makes the

teaching learning of reading effective, efficient.

Key words: Reading Skill, Instructional Design, Instructional Design Elements

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INTRODUCTION

In Indonesia, English is as a foreign language which is a compulsory subject in Senior High

School. It is used all over the world, so that it is important language, learning English has

four skills that are listening, speaking, reading and writing competence and becomes a

need for the students. It is stated by Chomsky (2002), Reading is an important skill, it is a

means of developing second language competence. In other words, reading ability affects

the other skills. It is supported by study done by Kirn and Krashen (1997). They

investigated five female adults acquired English as a second language. The study shows

that the success of a learning a second language is by taking the power of reading. So by

reading a lot, the students could improve their English. Student needs a will to read.

When they to read, they do reading more often and with more effort. They become

engaged in reading (Gee, 1999). Successful readers have a positive attitude toward

reading, read more and so become better readers. As better readers, they have a large

vocabulary. In this case, the teacher should motivate the students to read. In the final

exam, the total test number is fifty numbers that consists of fifteen listening numbers

and thirty five reading numbers, so the total reading numbers is 70 %. It means that

reading comprehension is the largest target to achieve the final exam. The function of

teacher should be creative in the teaching learning process. They should be able to create

the instructional design.

Teachers create lesson plans to prepare the teaching, communicate the

instructional activities regarding specific subject matter, and based on curriculum that

consists of goals, purposes, and topics to be taught to what actually happens in

classrooms as individual teachers adapt and carry out instruction. (Richar L. Arends and

Ann Kilcher, 2010: 79). The lesson plan contains of student learning objectives,

instructional procedures, the required materials, and some written description of how the

students will be evaluated. The best teacher must create the good lesson plan or to be

good planner and thinker. After creating the lesson plan, teachers must select the right

material and media that should be suitable with syllabus or curriculum. Materials or

textbooks are the center of instruction that will influence on what goes on in the

classroom activity. It means that textbook is important in teaching and learning process.

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Teachers must know how to choose the material and media for instruction, how to make

supplementary materials for the class, and how to adapt materials. Beside of lesson plan

and materials that must be created by teachers, doing evaluation must be done. The

evaluation purpose is to get feedback from students. The suitable test for teaching is

achievement test. According to Jeremy Harmer (2001 : 321), stated that achievement

tests are designed to measure learners' language and skill progress in relation to the

syllabus they have been following. Achievement test only work if they contain item types

which the students are familiar with ,for example, Teachers give students texts which

have been seen before, it does not mean providing the students with similar texts, but

different texts which have similar type. This test should reinforce the learning that has

taken place, not go out of their way to expose weaknesses. The test can also help teachers

to decide on changes to future teaching programmers where students do significantly

worse in parts of the test than teachers might have expected. It is stated by Gage (1983:

73) that to satisfy the practical demand of education, theories of learning must be "stood

on their head" so as yield theories of teaching, so English teacher must help students how

to do something, giving instruction, do evaluation. The learning process that concerned

with students, real interaction, and understanding of language studied by children are

same as learning to their mother unconsciously that they are studying language. Teacher

is one of the professional work in Indonesian. Their responsibility is hard and complicated,

so They must become members of teacher's organization, joint workshops to share ideas,

write articles, journals, action research to improve the teaching and learning process.

The reasons for choosing this topic is because of the crucial function of the

instructional design for teaching of reading skill, especially at grade X, SMA N 2 Pati, as

follows :

1. People and students in Pati want to continue their study at State Senior High School,

because students and parents belive that this school make students be useful in their

future, so the schools become precious, well known, and favorite. This assumption must

be kept for teachers to improve the teaching learning process. To achieve the goal,

teachers must have teacher knowledge, leadership, networking, teacher-centered

classrooms, and teacher-centered instruction. It is stated by Richard l. (Arends and

Kilcher, 2010: 390)

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2.The instructional design for teaching of reading skill, at grade X, SMA N 2 Pati is not be

paid attend by English teachers. The Instruction design for the teaching of reading skill is

significant in academic research in order practitioners of education know the

development of the practice so that they can determine what they have to keep and

change. Related to the context, this research relates to instructional design for teaching of

reading skill at grade X SMA N 2 Pati. That is why the problem is very essential to be

observed.

UNDERLYING THEORY

The understanding of some research theories is essential in the study. The writer

discusses the theories related to the research. Reading is one of the language skills which

needed be taught in language classroom. Students need to be able to read texts in English

either for their careers, for study, or simply for pleasure. (Fauziati, 2010: 32). It is stated

by Harmer (2005: 68), Reading texts also provide opportunities for students to learn

vocabulary, grammar, pronunciation and even good models for English writing- the way

sentences, paragraphs, or texts are constructed. Last but not the least, reading texts can

introduce interesting topics and stimulate discussion.The ways of handling a reading class

of which the emphasis on improving learners' reading skill are related to the classroom

activity and classroom procedure.

English teachers should design the learning program in order to reach the

teaching goal program, so It is expected to make the effective plan. It needs the English

teacher to be creative, because teaching is thinking process and the art of expression.

Instructional design is both a science and an art. Instructional design is one of the teacher

skills to conduct the students in the learning activities. There are various of meaning that

will discuss it. According to Moore and Kearsley (1996), in F. Martin journal (2011: 956)

stated that instructional design is a system of developing well-structured instructional

materials using objectives, related teaching strategies, systematic feedback, and

evaluation. Meanwhile, Rob Koper and Colin Tattersall (2005: 4) explained that

Instructional Design is the task that is designed by teacher to reach the learning objectives.

However the other experts discussed that Instructional design is the practice of creating

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"instructional experiences which make the acquisition of knowledge and skill more

efficient, effective, and appealing.

Richards and Rodgers (1978: 146) stated that design specifies the relationship

between theories of language and theories of learning to both the Instructional Design is

the systematic development of instructional specifications using learning and instructional

theory to ensure the quality of instruction. It is the entire process of analysis of learning

needs and goals and the development of a delivery system to meet those needs. It

includes development of instructional materials and activities; and tryout and evaluation

of all instruction and learner activities.

Learning objectives are statments that describe what a learner will be able to do

as a result of teaching. The researcher focused on the English teaching reading at grade X,

SMA N 2 Pati. English teachers had to teach reading competence to reach the target of

English lesson that included in the syllabus. The English teachers at grade X, SMA N 2 Pati,

created the learning objective based on the theory in (Fauziati, 2010: 191-192). It consists

of: student. Student will do, knowledge/skill. The scottish higher education council: 1998):

personal transferable skill, what students will do, acquire further knowledge and skill.

Syllabus is an outline of specific course prepared by instructor. It is named

"Curriculum" that made by government. Teacher had studied it before doing teaching at

class. Every syllabus needed to be developed on the basis of certain criteria, such as ‘learn

ability’ and ‘frequency’ which can inform decision about selection and ordering. (Harmer,

2004; 295-300)

Classroom procedure was the steps that had been done by teachers to handle the

learning, made their life easier and more effective in the teaching learning activity. The

type of classroom procedure: SQ3R's Model (Survey, Question. Read, Resite, Review) by

Francis Pleasant Robinson (1946),PPP's Model (Presentation, Practice, Production) by

Lewis, (1993: 190) and Harmer (2004; 78-79),The Genre - based Model/ A Genre-Based

Approach by Hammond et al. (1992: 17-24). In curriculum '13, English teachers taught

reading based on the steps in syllabus that was called ‘scientific learning process’,

described about steps that should be done by teacher during the learning, they were:

'Observation, questioning, exploration, association, and communication’. Meanwhile,

Instructional materials are to be defined as items that are designed to serve as a major

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tool for assisting in the instruction of a subject or course. The materials should teach

students to learn, be resource books for ideas and activities for instruction/learning, give

teachers rationales for what they do. Those items such as books, other printed matter,

video, and audio recordings, and computer software, which are used as part of the

instructional process. Carroll County Public Schools 125 N. Court Street Westminster,

MD 21157 Adopted: ( 1986, Revised: 1990, 2002)

Teachers are someone who teach or handle class to reach the special purpose in

teaching and learning. They can act out to be actor or actress in the class. Student’s

activities are difficult to organizer without the teacher. Harmer (2004: 58 - 62) stated that

the role of teacher consists of eight functions; controller, organizer, assessor, prompter,

participant, resource, tutor, and observer. Students are the target and object in teaching

learning. They are one of the important participant and the main factors. The role of

students were to be as performer and listener. However, there were four basic to be good

learner; active planning, academic learning, social learning and effective learning

Media is tool that used by teacher to help students acquire new concepts of the

skills and language competence, but they should be selective when choosing. The

principle in the use of teaching media was no dominant source that could solve all

problems in language teaching. (Tomlinson, 2001). However, assessment is a tool to get

feedback and measure the student’s ability. It can be done by doing test that is used a

method of measuring a person’s ability, knowledge, or performance in a given domain

(Brown, 2004: 3)

METHOD

This research employs Descriptive Qualitative Naturalistic Study that develops context-

specific statements about the constructed realities from participants, focuses on how

people behave when absorbed in genuine life experiences in natural settings. It is stated

by K. Cherry (2004: 401) that naturalistic is observation of behavior in a more or less

natural setting, without any attempt to intervene. The situation is not manipulated,

created, or controlled by the investigator. The subjects of the study are the English

teachers who have been teaching reading at grade X, SMA N 2 Pati. The researcher

collects, observes, describes and analyzes the data from teachers and students about

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Instructional design for teaching of reading skill at grade X, SMA N 2 Pati. Its data was

categorized into a few parts such as the main base for organizing and reporting results

(Moleong, 2002: 3). The instruments used to get the data were interview, record, and

observation. The writer wrote the transcript after recording to make data accurate.

RESULT

The instructional design at grade X, SMA N 2 Pati has applied the components of

instructional design. Researcher found one of the teachers taught the hortatory type

reading text that is not supplied on the syllabus, it means that the material is not related

with syllabus. From the nine components of the instructional design, only one component

that has not done properly, so researcher concludes that the instructional design of

teaching reading at grade X, SMA N 2 Pati has been done well.

DISSCUSSION

In this study, the researcher analyzed document and data relating to instructional design

for teaching reading.

Reading Skill

Based on these theories, the writer concludes that reading skill is one of English

skill that must be taught in class for students who study English. Teacher should be

creative to make the reading teaching be efficience by using classroom activity and

classroom procedure. Reading skill is the ability of understanding texts through written

texts. There is interactive between the reader's background knowledge and text, so the

background knowledge of text is important for readers. In order to understand more

about reading, it is worth discussing about micro and macro reading skill. Reading is the

kind of text consists of paragraph, sentences, words and vocabulary.

Instructional Design

To reach the instructional design implementation, There is many kinds of elements that

must be learn. There is various parts of the instructional design, but all of them are one

aim to cover the teaching learning process in class. Based on Colin Tattersall (2005: 27),

The learning design has many component elements. They are title, learning objectives,

prerequisites, roles, activities, environments, method (play, act, role parts). However,

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Richards and Rodgers (1987: 146) in Fauziati (2009: 18-20) stated that the components

of design : The general design and specific objectives of the method, a syllabus model,

type of learning and technique activities, kinds of tasks and practice activities to be

employed in the classroom and in materials, learners roles, teacher role, the role of

instructional materials, Primary function of materials, the form of materials take (e.g. Text

book, audiovisual), relation materials to other input, assumption made about teachers

and learners.

INSTRUCTIONAL DESIGN COMPONENTS

There is nine elements of instructional design: learning objective, syllabus, classroom

procedure, classroom reading techniques, instructional material, teacher’s role, student’s

role, media, and assessement.

The Learning Objective

Based on research finding, the English teachers created the learning objective; Students

can identify the social function, generic structure of short story narrative text, identify the

language feature of short story narrative text, read fast to get the information through

skimming, scanning, and inferences in text, make the differences between Indonesian and

English short stories, students are able to arrange the descriptive text of person,

place(history/place) that is suitable with social function, structure, language feature,

describe the descriptive text, read recount text, report the history of events.

Based on the general analysis of learning objective above, it is clear that teachers

had created the learning objective based on the theory. It consists of: personal

transferable skill, what students will do, acquire further knowledge and skill. If the

researcher drew conclusion, there would be three points; students, students’ activity and

knowledge. The theory of ‘attitudinal’ was not written on English teachers’ lesson plan,

but it was done during teaching learning process. It proved when students discussing,

reporting, paying attention. This is the table given to make clearly:

According to the researcher, there was many reasons that it was not necessary to

write the ‘attitude’ for creating learning objective. First, it can be seen on the students’

activity, for example; “Student can describe the historical event in front of class “. The

activity of description in front of class meant students would do/describe one by one, so it

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was not necessary to write; By individually, student can describe the historical event in

front of class. Second, It was be possible for one of the learning objective, It would be

happened more than one attitude/behavior, for example; “Students can identify the

generic structure of short story narrative text”. The attitude of identify could be

happened not only individually, but also grouping. The most important for creating

learning objectives are; students, students’ activity and knowledge.To reach improving

knowledge and skill, the learning objective was made based on syllabus. From the

analysis, it concluded that English teachers had created the learning objective based on

theories and syllabus.

Syllabus

Based on the research finding, English lesson at SMA N 2 Pati, grade X used curriculum ’13

that had two different types class (the compulsory class and the optional class), applied

different syllabus. The differences took place in the time location and material. The

compulsory class had 2 x 45 minutes and the optional class had 3 x 45 minutes every

week. The compulsory class English reading material was descriptive, recount, narrative,

however, the optional class English reading material was descriptive, recount, narrative

and explanation. In curriculum ’13 syllabus consisted of the main competence, basic

competence, material, learning activity, evaluation, time and learning source. SMA N 2

Pati had program to make people be participant in keep, manage and prevent peace and

green environment. That program was named ‘Adiwiyata program’. This program had

been in the school’s vision and mission. To reach this program, each lesson had to apply in

the lesson plan. Reading English lesson had made syllabus mapping. The material that had

to support this program was recount and descriptive text. This genre text had to talk

about environment. When researcher observed, that was not happened in the lesson plan

or during teaching learning process, so the researcher asked the teacher:”Why does the

material not talk about environment?”, Mr Ladjer Acmadi who taught at The optional

class answered: “It is difficult to select the recount or descriptive text that talk about

environment. It is better to concentrate the classroom procedure that is suitable to

syllabus in curriculum ’13. Then researcher interviewed Mr. Moch. Aji who taught at the

compulsory class:”Have you practiced ‘Adi wiyata’ program in the teaching?, Mr. Aji

answered:”I have not applied it. Because I had still studied the real syllabus in curriculum

’13. After that researcher analyzed the syllabus type that had been used at SMA N 2 Pati,

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there was only three types of syllabus: Genre based syllabus, grammar/structural syllabus

and multi syllabus.

A grammar or structural syllabus Is the syllabus type. It contents of the language

teaching is a collection of the forms and structures of the language being taught, so

students gradually acquire a knowledge of grammatical structures, leading to an

understanding of the grammatical system. Compulsory class learnt the grammar of noun

phrase because there was the descriptive genre, so it had to describe person, place, and

things. Noun phrase was also used in teaching recount genre to tell about experiences.

When teacher taught narrative text, they explained the modal auxiliary verb. In the

speaking competence used the grammar of simple present tense to introduce oneself.

However, at optional class, the kinds of grammar that was taught: past, adverbial, future,

present tense.

The multi syllabus was applied when English teachers taught genre text, then

continued with grammar related in the text. Researcher observed that teacher taught the

narrative text, then continued with simple past tense and direct in direct speech. The

descriptive text was taught, continued with simple present tense and conjunction. And

when teacher taught recount text, the grammar was suitable the simple past tense.

Curriculum ’13 syllabus for grade X Senior High School, there was not hortatory

genre text, but when researcher observed the compulsory class, teacher taught hortatory

at X science 3 and 5, it was taken place on January, 3rd

2014 and March, 23th

2014. When

researcher asked why hortatory must be taught, the teacher answered that the material

supplied in the hand book. From the data, it could draw conclusion that sometime the

teacher taught at class without paid attention with syllabus, but focused with the book

used. This was a problem in the English teaching learning, so it was better teacher studied

the content of syllabus before teaching activity.

Classroom Procedure

Researcher found that reading English teaching at grade X, SMA N 2 Pati applied

classroom procedure based on curriculum ’13 that consisted of; 'Observation,

questioning, exploration, association, and communication’. When researcher observed

English teacher, there were two types classroom procedure model: 1) observation –

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questioning - exploration and association, 2) review - communication. The first model,

Observation activity showed the teacher gave film to make students were ready and

enjoyed the lesson, then questioning, teacher gave questions related the film seen,

exploration, teacher gave the type genre text, discussed together with students, the last,

association, teacher made students report the task and other students gave feedback. The

second model, review, teacher asked and made students get out the homework, then

communication, teacher asked students read synopsis of text and other students gave

respond. Based on the theory and data, researcher concluded that there was not theory

that exactly applied in reading English teaching, but SQ3R model was just nearly similar

with the English teacher classroom procedure done. The survey activity was similar with

observation, Question related with questioning, Read and resite had the same activity of

exploration, review related with association. However, communication was done when

teacher gave the students homework, for example browsing internet, making journal,

diary, synopsis. PPP model was suitable for teaching grammar, however, genre based

model, the activity that had been applied; building knowledge of the field, modeling, joint

construction, there was not communication activity.

Researcher gave conclusion that curriculum’ 13 made English teacher easier to

handle the class because there was the classroom procedure in the syllabus, teacher only

explored it to make students enjoy the lesson.

Classroom Reading Technique

Researcher found that classrom reading technique at grade X, SMA N 2 Pati applied eight

reading techniques, they were identify the purpose in reading, silent reading, skimming,

scanning, guess when you are not certain, use literal meanings, capitalize on discourse

markers, and reading aloud. However the reading technique that were not applied; use

graphemic rule, analyze vocabulary, and use semantic mapping. The literal meaning was

used but the implied meaning never applied. The reading technique that always needed in

English teaching learning; identify the purpose in reading, skimming, scanning, guess

when you are not certain, and capitalize on discourse markers.These reading techniques

appeared during the teaching, daily test paper, and assessment. However the reading

aloud happened when teachers read the text to be the model, students gave the task

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report. Meanwhile the silent reading happened when students did the task, and daily test.

It could be concluded that the reading technique that was always used for English

teachers at SMA N 2 Pati, grade X: identity the purpose, silent reading, skimming,

scanning, guessing when you are not certain, reading aloud, however, semantic mapping

was seldom applied, and the others, analyze vocabulary, distinguish between literal and

implied meaning, capitalize on discourse markers to process relationship were never used

in reading English teaching at class.

Instructional Material

English instructional materials at grade X, SMA N 2 Pati used text books and film. First, the

books that be used at the compulsory class; “Pathways to English for Senior High School

grade X”, written by Sudarwati 2003, however at optional class was used “Developing

English Competences for Senior High School grade X”, written by Achmad Dody, Y. Effendi,

2008, Education Department. Both of types class used students work sheet from Pati

English Teacher Organization, named “Smart English”. Second, Film was used when

teacher taught the type genre, for example; narrative, descriptive, recount, explanation. It

was given to students for being ready to the main topic. Beside of the instructional

material type, there was the role of material. The researcher found that there were only

three of the role material applied; 1) the role of principle and media specialist, 2) the role

of supervisor media, 3) the role of the board of education. First, the role of principle and

media specialist was applied, because teacher gave decision to use the text books based

on students’ need and made them more effective. The teacher’s objective would be

effective to reach without spending more time. Second, the role of supervisor media.

Teacher gave decision to select the text books needed based on English teacher

organization decision and would be approved by Supervisor.The text books that was used

student’s work sheet. The last, the role of the board of education. Pati English teacher

organization would revise the text books yearly, and English teachers who used the text

books from publisher made selection yearly. it could draw conclusion that that the

instructional material had applied at grade X SMA N 2 Pati had applied the three type that

needed of the student’s need (related with the role of principle of media specialist),

supervisor’s approval (related with the role of supervisor media), and created teacher’s

mind based on curriculum (related with the role of the board of education). This school

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never made parent’s agreement to select the books, so the role of reconsideration

committee was never done. Researcher gave opinion that it would better institution,

teacher and parent worked together to select the text books.

The Role of Teacher

Teacher is to be controller that do activity likes taking the roll, reading aloud. Organizer

means teacher should organize students from engage-instruct-initiate –feedback

organizer. Assessor, teacher should give the students be sure that something are right or

correct. Prompter means teacher hold/let students work things out. Participant, teacher

should take the participant that what students do. Resource, teacher can be master the

teaching learning material. Tutor, teacher can offer of general guidance, describing

something, and care to be taken. Observer, teacher observes all of the student’s activities.

Researcher found that English teachers at grade X, SMA N 2 Pati had done all of

the teacher’s roles; controller, organizer, assessor, prompter, participant, resource, tutor,

and observer. Teachers did controller for giving instruction, for example; asked students

to open the book, report the answered, moved around group by group when students

discussed. Organizer, teacher opened, explained, closed the learning. Assessor, teacher

assessed students to complete the answer, understand which one was right or false.

Prompter, teacher gave students motivation and opinion. Participant, teacher did

participant as the students’ activity, Resource, teacher gave students material. Tutor,

teacher handled the class run smoothly, and the last teacher observed all of students’

activities, for example; students’ answered, discussion, reporting the work. Teacher not

only paid attention, but also gave feedback. Controller, organizer, assessor, prompter,

resource, tutor, and observer were always done at the lesson, but the role of participant

was seldom done by the teachers, Researcher gave suggestion that it would better the

role of participant would be always done by English teacher, so it could make students be

interested in the lesson.

The Role of Student

The role of students were to be as performer and listener. However, there were four basic

to be good learner; active planning, academic learning, social learning and effective

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learning. Students at grade X, SMA N 2 Pati had the role of student as to be listener and

performer. Students as performer was found when students answered questions, got

mastering the material, communicate the idea to teacher or other students, read aloud in

front of class. Students as listener was happened when students listened the video or film,

teacher’s explaining, other students’ answered. Students listened carefully all of them to

make them understand and gave feedback in the learning process. It concluded that the

role of student had been done better at grade X, SMA N 2 Pati, not only student as

performer, but also as listener. Researcher suggested that both of the roles of student

would be improve, so the teaching learning could be increased significantly.

Media

The media that had been used at grade X, SMA N 2 Pati in reading English lesson was film,

printed media, internet. Film was the kind of media that teacher gave to the students in

the early of teaching learning process to make students enjoy and be ready for the new

material, for example; the film of Cinderella, Pinokio, flood disaster. The printed media

was the text books that used in teaching learning. There were “Smart English, Pathway to

English for Senior High School grade X”,“Developing English Competence for Senior High

School grade X, English dictionary. Internet was used when teacher created power point

to explain the material, gave students’ home work. There was many kinds of media that

could be used in teaching learning.

Assessment

English teacher at grade X, SMA N 2 Pati had done the assessment to measure students’

ability by doing test and non test. First, The test had been done during the lesson, for

example; at the post test activity, students did test each one indicator in the English

reading competence, daily test had been done by English teacher for three times every

semester and finally, semester test had been done twice in one year. Second, Non test

had been done by English teacher when students did active in the lesson, students’ report

and work, for example; making journal, clipping, reading aloud. Researcher concluded

that English teacher had done the two types in assessment, there were test and non test.

The test was done to measure the knowledge, however the non test had been done to

measure the students’ performance.

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CONCLUSION

Based on findings, it concludes that instructional design for teaching of reading skill at

grade X, SMA N 2 Pati had been done well. It is worth presenting the pedagogical

Implications that can be considered as contribution of the study to the teaching of English,

especially the instructional design of teaching reading at grade X in the curriculum’ 13.

The importance of instructional design are to improve delivery of instruction, and make

the teaching learning effective, efficient.

First, the instructional design in teaching reading can improve delivery of

instruction because teachers have designed the material, classroom procedure, and

classroom reading technique based on the learning objectives, so they can develop the

student’s competence related to the syllabus or curriculum standard. Second, it makes

the teaching learning effective, efficient. The process of design itself focuses on efficient.

It means that teachers apply all of the instructional design elements (the creation of

learning objectives, classroom procedure, material selected, reading techniques used,

understanding of student’s role, applying the role of teacher) in an organized way. The

concentration on designing appropriate strategies promotes the appeal of instruction. The

process of evaluation provides the opportunity to revise instruction to make it more

efficient. If the instructional design can run in efficient, it will reach the teaching learning

target successful that is called effective lesson. The effective instructional design can help

student to get achievement and establish lifelong learners. English teachers can get the

knowledge to have the reflection from this study, so it improves the teaching of reading.

Teachers, especially those in higher education may find it beneficial as valuable input to

better understand and raise the knowledge about the instructional design of teaching

reading at grade X.

SUGGESTION

After done the study, there is the suggestion that given: There are several areas

where further research about the instructional design of teaching reading may be

conducted for grade XI, XII or in other schools. This study examined only teaching reading,

so another research may be examined about listening, speaking, or writing.

English teachers who teach reading competence, it would be better to study the

syllabus, so there will be suitable with the material delivered. Beside of this, teacher

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should select properly and ask for committee’s idea the text books and media used to

make the effective teaching reading.

The institution should facilitate the hot spot area to increase the learning process,

so teachers and students will be easily improving the knowledge. Especially for the

headmaster, the instructional design knowledge should be used to supervise English

teachers in this institution.

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