CHAPTER
I
INTRODUCTION
This chapter discusses the
background of the study, the objective of the study, specification of the
product, scope of the study, significant of the product and definition of key
terms.
A. Background of the Study
Narrative
text is one of text types which are familiar as a reading material in school.
Narrative has various usages in term of building learners’ skill, such as boosting
learners' motivation for reading and improving the integration of other skills:
listening, speaking and writing (as follow-up activities). Sometimes, when certain
concept can be difficult to understand, narrative text, such as a short story,
can allow the student to pick up on various important facts that may be
difficult to understand without prior knowledge. Narrative explores themes
related to deeper human concerns, such as trust and honesty, true love and
friendship, good overcoming evil, valuing people and overcoming challenges.
Using narrative texts, such as historical fiction can allow the student to
immerse themselves in a different world, which covers all the various settings
and events as what they just learned about.
However, comprehending
narrative text is not easy. It needs more time to catch what the exactly meaning
or information of the text. Macalister (2008) states that students like to use
their free time for activities rather than reading. Many of them think that
reading is bored and wastes time. So, it implies the reason why the factors
that make reading is difficult never be solved. Another reason that
comprehending text is difficult is learners pay a lot of attention in every
single words of the text. They are not success in getting a clear idea of the
whole text. Then, some of the learners (especially those who read quickly) do
not pay enough attention to the detail. They may have a good idea of the
general meaning of the text, but misunderstand particular points. And the last
is some of the learners are imaginative readers, especially if they know about
the subject or have strong opinion about it. They may interpret the text based
on their own experience.
Then, overcoming this
problem can be difficult because we had to arrange the technique based on their
level. According to Macalister (2008), comprehensive reading agendas seem to be
rare in foreign-and second-language classrooms in higher education, presumably
because many language teachers at this level feel apprehensive about in
cooperating reading time into the course syllabus. It shows that teaching reading is
not an easy material to be taught. Reading is the skill that need to be forced
in order to make the learners accustom with it. Especially, when we talk about
narrative text. Narrative may have difficult vocabulary
and diction within the text which lead learners in misunderstanding and
confusion. On the other hand, the use of supplementary book is needed in order
to help learners learn about it. In supplementary book, the researcher hopes
that learners can find the interesting point of reading because this
supplementary book has various points in order to encourage learners in reading
which will be found in the product specification. We have to strengthen the
importance of supplementary material for learners. The use of authentic
materials that are related to real life surrounding learners will affect in
increasing students reading ability in the target language, developing positive
attitudes toward reading, increasing motivation to read and making gains in
various aspects of proficiency in target language, including vocabulary and
writing (Brown: 2009). The research focuses on some requirements which are
hoped can improve learners’ progress through school.
The requirements are
the starting point in developing English reading skill. Those are MINUS which
stand in M is for focusing in meaning,
I is for texts and tasks interest the
learners, N is for new learning, U is
for understanding which lead the
learners to understand the material easily and S is for stress-free tasks (Macalister: 2011). The product
has to pass the qualification in order to reach the goal, such as motivate the
learners to read the story, select the story carefully based on the vocabulary
difficulty (through the level), and can be used both in group and independent
activities. Researcher has to look at the detail of every point in order to
prevent the lacks. Thus, it will be good to have a product which can completed
the learners’ need in order to improve their reading skill in terms of
comprehending narrative story.
The researcher expects that the product will be
accepted and effective after reviewing some previous research which give
inspiration, such as Developing Cross
Cultural Understanding (CCU) Material by Incorporate Character Building for
English Program at MA Bilingual Batu written by Risky Ayu Dewi Cahyani
(2012) and Developing Board Game for
Speaking Activities of Grade VIII Junior High School Students written by
Nuzula Mega Jayanti (2012) which give the inspiration in the form of the model
of the product development, and then A
Study on Reading Strategies by English Teachers of SMPN 2 Kepanjen and SMPN 4
Kepanjen written by Dian Indrianis Fitri (2011) which gives the inspiration
in the form of reading strategies conducting in school.
B. Objective of the Study
The study is intended to develop
supplementary book for reading in order to help the learners in comprehending
narrative stories and know the proper of narrative page: supplementary book for
comprehending narrative stories.
C. Specification of the Product
The
product that will be developed in the form of compilation of narrative stories
based on certain learners’ level with some edited parts. It has some parts
which are expected to be effective in order to improve students’ reading skill
in comprehending narrative text. The product which has MINUS requirement
consists of technique, example, narrative stories and exercises section,
illustration pictures, column idea and games. Technique will be the important
point because it leads learners in analyzing the information within the
stories. The technique will be a shortcut to comprehend narrative stories
because it provides story map and list of points that have to be filled in
order to catch the important things in stories. The example is used as the guidance for the learners when they analyze the
stories. The supplementary book also contains illustration pictures which will help
learners in order to raise their imagination of the narrative text. Narrative
stories and its exercises section provide narrative stories in various themes.
In this product, the narrative stories will be divided into three stages of
level of difficulty. The first stages will serve the texts which are suitable
for their level. As long as doing the activities, they will come to the next
stages where they will find it more difficult in terms of vocabulary. The
exercises are used to measure and assess the comprehending of the student after
having technique while analyzing narrative stories. There is column idea in
each short story which is used for students’ opinion and comment about the
story that had read. And the last is games which are used to build students’
interest and creativity. It is used to prevent students’ bored also.
D. Significance of the Product
The
significance of this study is to produce an effective media in form of supplementary
book for comprehending narrative story, develop narrative material, help
teachers in order to solve the problem in teaching narrative text in school, help
students in independent learning and be a reference for others researcher in
order to conduct a similar research but in the different design of
supplementary book.
E. The Scope and Limitation of the Study
The
object of the study is students in eight grades of Junior High School who are in
the pre-Intermediate level. The research has limitation which will be the
interfering among the research process. The research uses questionnaire in
order to collect the data. The checklist is also used in order to collect the
validation data from the expert. Thus, researcher cannot control the experts’
mood when fill the questionnaire and the checklist given.
F. Definition of the Key Terms
There
are two terms that should be defined because they are used in the context of
the study. It is expected that the definitions may help the readers to have
better understanding.
Supplementary book
is book which is used to give more information about the material in the form
of additional information or suitable way to make learners understand certain
material easily. The goal of using supplementary book is completing and enriching
learners’ material in order to improve their skill. In this case, the
supplementary book is focused on reading comprehension skill.
MINUS
which is the requirement in developing the supplementary book stands in M is
for focusing in meaning, I is for
texts and tasks interest the
learners, N is for new learning, U is
for understanding which lead the
learners to understand the material easily and S is for stress-free tasks (Macalister: 2011)
CHAPTER
II
RESEARCH
METHOD
This chapter describes the method
used in conducting this developmental research. It is divided into two main
parts: research and development model and research and development procedure.
In the research and development procedure, there are six sub parts that will be
discussed. Those are research and information collecting, develop preliminary
form of the product, preliminary product testing, main product revision,
operational product testing, final product revision.
A. Research and Development Model
This Research and Development study
is aimed to develop a supplementary book in order to improve learners’
comprehending through narrative stories. Researcher uses development method
from Borg and Gall (1983). The method consists of a cycle in which a version of
the product is developed, field will be tested and revised on the basis of
field-test data. Then, the primary goal of the Research and Development is to
take the knowledge and incorporate it into a product which can be used in
teaching and learning activities.
|
Figure 2.1
Procedure of Research and Development in Narrative Page: Supplementary Book for
Comprehending Narrative Stories
B. Research and Development Procedures
The procedures of
development consists of some steps, such as research and information
collecting, develop preliminary form of the product, preliminary product
testing, main product revision, operational product testing and final product
revision.
1. Research and Information Collecting
Research and
information collection have an important role in designing and carrying out any
language course. In order to observe the target needs, there are three point
that have to be filled, such as necessities; the type of the need determined by
the demands of the target situation (what the learners need to know in order to
function effectively in the target situation), lack; the gap between what the
learners know and what the learners have to know, and wants; the learners’ view
as to what they need are.
Then, it is not enough
just to know the necessities. It is also important to know what the learners
already know, so the lack can be decided. However, in order to fill the gap,
researcher reviews and evaluates the specification of the data. The result of research
and information collecting will be the base of research in order to avoid wrong
focus of the material development.
2. Developing Preliminary of the Product
The
product that will be developed in the form of compilation of narrative stories
based on certain learners’ level with some edited parts. It has some parts
which are expected to be effective in order to improve students’ reading skill
in comprehending narrative text. The product which has MINUS requirement
consists of technique, example, narrative stories and exercises section,
illustration pictures, column idea and games.
a. Technique
The techniques will be the
important point because it leads learners in analyzing the information within
the stories. The technique will be a shortcut to comprehend narrative stories
because it provides story map and list of points that have to be filled in
order to catch the important things in stories.
b. Example
The
example is used as the guidance for the learners
when they analyze the stories. Students can follow how to arrange the analysis
based on the example given.
c. Narrative
stories and its exercises section
Narrative
stories and its exercises section provide narrative stories
in various themes. In this product, the narrative stories will be divided into
three stages of level of difficulty. The first stages will serve the texts
which are suitable for their level. As long as doing the activities, they will
come to the next stages where they will find it more difficult in terms of
vocabulary. The exercises are used to measure and assess the comprehending of
the student after having technique while analyzing narrative stories.
d. Column idea
There is column idea in each short story which is used for students’
opinion and comment about the story that had read. This side can be the
reflection side that leads students to be creative and critical in giving
opinion.
e. Illustration pictures
The illustration pictures are used to enhance students’ imagination
when reading the narrative stories. The supplementary book will provide the
suitable and challenging pictures. It means that not only help learner in
comprehending the story but also challenge them to guess what is going on
within the story.
f. Games
Games
are used to build students’ interest and creativity. It is used to prevent
students’ bored also. The researcher chooses the games which relate with the
aims of product development.
The
process of developing product involves three main stages, such as writing the
draft, designing the draft and organizing the materials.
a. Writing the draft
The first stage which
is writing the draft has some steps, such as identifying the objective of
reading skill, selecting the narrative stories, and arranging the activities.
In this stage, researcher has to plan what kinds of story that will be
appropriate for the learners based on the result of research and information
collecting. Also, researcher has to consider about the activities that support
the learners’ comprehension through narrative stories.
b. Designing the Draft
The following stage is
designing draft. The researcher has to take the responsibility in designing
texts, activities and answer keys. The text which is in the form of narrative
stories will be given in various genres, such as fairy tales, legend, myth and
others which are compiled in several themes. For example, there are heroes,
friendship, good overcoming evil and others. The activities will be provided
into two forms. Those are for independent learning and class activities. For
example, when the learners do independent learning, they are allowed to follow
the instruction for self learning, such as silent reading or filling the column
organizer. When they are responsible to do class activities, they can follow
the instruction for gathering learning. Here, the activities can be done in both
group or independently, such as class discussion of certain problem, critical
thinking of reflection and others. Then, the answer keys are also provided in
the last section. It is used to avoid the misunderstanding after finishing the
activities provided because in reading, learners can find some similar point
within different text. It is also used as the reflection where they can measure
and check their own gain. So, the learners are better to see the answer keys
after finishing the materials.
c. Organizing the Material
The organizing of the
material has to be appropriate with the level of difficulty. The researcher has
to be considered between the difficulty and genre of the stories. In addition,
it is also important to spread the stories variously because it can help the
learners to prevent their boredom. The assessment which is covered in the
activities in the form of exercises, also have to be various. The researcher
will consider of having comprehending assessment which covers grammatical
structure, vocabulary building and intrinsic material within the stories.
3. Preliminary Product Testing
The preliminary product
testing phase is used to know the lack of the product. Then, it is important to
control the focus of the development whether it is still base on the research
and information collecting result or not. Here, the researcher conducts the
expert validation for evaluating the preliminary product. The expert will give
the evaluation of the product, whether the product has filled the requirement
or not in the form of checklist. They also can give the comments and
suggestions about the product on the space among the checklist sheet provided.
4. Main Product Revision
After conducting
preliminary product testing, the research will revise the product based on the
result of the expert validation. The revision here will be the main product. It
means that the product is ready to be tried out to the students. The product
will be half-done because the product will be revised again after trying out to
the students.
5. Operational Product Testing
In operational product
testing or can be say as try out, the product will be not on final product
because the product still needs to be developed. The data gathered from the operational
product testing is used to know the opinion and ideas of the learners in form
of questionnaire. Learners will assess the product when they had been
experiencing and finishing the activity within the product. Then, the
questionnaire which consists of the appearance, the attractiveness, the
coverage, substance of the narrative and the level of difficulty of the product
will be answered. The researcher also has to check the appropriateness of the
product with MINUS which has meaning that the product will focus to the
learners’ improvement in comprehending, has interest to encourage the learners’
feeling, has new learning strategy, has good understanding which lead the
learners to understand the material easily and has stress-free tasks which
serve clear instruction and focus on learners’ competence, not to make learners
confusion. However, for checking the appropriateness, researcher will put the
categories in the questionnaire list. The researcher’ turn is describing that
data. The data is used be the base in developing the final product.
a.
The
Subject
The
subject of the research is the learners who are in per-intermediate level. At
the pre-intermediate level, the learners can read and understand simple
instructions and stories and can write short compositions though errors will be
common. The subject has to learn and experience the activities within the
supplementary book. Then, they fill the questionnaire as the data gathering.
b. The Data Collection
Researcher has to collect the data
as the base for the development of the product. The data gathered are the
result of research and information collecting, the result of preliminary
product testing and the result of operational product testing. Those data will
be analyzed and described by the researcher.
The data gathered are in the form
of qualitative and quantitative data. The qualitative data will be in the form
of suggestion and comment that are given by the expert and learners on
questionnaire and interview. However, in quantitative, the data will be of
score within the supplementary book in the form of number on rating scale.
c. The Data Analysis
All data gathered in
the research, included the data from research and information collecting, preliminary
product revision and operational product testing will be analyzed. The data
obtained from the research and information collecting is assessed in order to
describe the actual learners’ necessities, lack and want. The results of that
phase are used as the base to develop the supplementary book.
The data from research
and information collecting which is in the form of questionnaire will be
analyzed in order to know the target need. However, the result will show what
the learners need to be improved. Then, the researcher will develop the
supplementary book based on the analysis of the target needs. The data received
from the expert in the form of checklist will be used as the guidance in
improving the materials before trying out. The data from the operational product
testing or try out which are in the form of questionnaire are analyzed in order
to know the appearance, level of difficulty, attractiveness, coverage and the
substance of the materials. On the other hand, before the product will be done
in each revision phase, all of data gathered have to be analyzed in order to
keep the focus of developing supplementary book based on need analysis.
d. The Data Instrument
The instruments that are used in
this research are checklist for the research and information collecting and
questionnaire for the operational product testing. The checklist contains of
seventeen components, such as cover design, letters, typing, spacing, layout,
organization of the material, instructional objectives, texts, vocabulary,
comprehension question, grammar review, activities, directions, answer key,
coverage of the materials, content of the materials and amount of the
materials. However, some components will have more that one criterion. The
experts will be provided with four choices where they can choose the
appropriate chosen. Also, the experts will be provided with spaces where they
can put comments and suggestion.
Another instrument is
in the form of questionnaire. The questionnaire will be given during the
product try out phase. Then, the questionnaire is given in order to gather
ideas, opinion about the appearance, the attractiveness, the coverage,
substance of the narrative and the level of difficulty of the product. The
result of try out process which is done by giving the learners questionnaire
which will be the guide for developing final product because the researcher had
already known about the opinion and ideas of the learners through the product.
That data implies the interest and effectiveness of learners after experiencing
and finishing the activity with the product.
6. Final Product Revision
Final product revision
is the last part of the research and development phases. Here, the product will
be revised based on operational product testing result. Researcher has to make
sure that the final product has filled the MINUS requirement. It is also
important to consider about the learners appropriateness as the result of
analyzing the students try out.
REFERENCES
Borg, Walter R. & Gall, M. D. 1979. Education Research (3rd edition). London: Longman
Brown, Dale. 2009. Why and How Textbooks should Encourage
Extensive Reading, 63/3: page. 239, (Online), in ELT Journal (doi:10.1093/elt/ccn041), accessed on March, 23rd
2013
Macalister, John. 2008. Implementing
Extensive Reading in an EAP Programme, 62/3: page 249, (Online) in ELT Journal
(doi:10.1093/elt/ccm021), accessed on March, 23rd 2013
Macalister, John. 2011. Today’s
Teaching, Tomorrow’s Text: Exploring the Teaching of Reading, 65/2: page.
162, (Online), in ELT Journal (doi:10.1093/elt/ccq023 161), accessed on March,
23rd 2013
1 comments:
The Good Luck fifth album is really very good in listening… thank you so much for sharing this with us
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