Developing Graded Readers-Based Supplementary Reading Materials for Grade Eight Students of Junior High School

Herina Nirmala, Joko Priyana

Abstract


The objectives of this research is to find out the reading target needs and reading learning needs of grade eight students of junior high school, and to develop appropriate supplementary reading materials for grade eight students of junior high school. The nature of this research was Research and Development (R&D). The subjects of this study were 29 students of grade eight at SMPN 8 Yogyakarta. This research was conducted by following Jolly and Bolitho’s model of materials development (1998) and Masuhara’s model of course design (1998) with some modification. The steps of this study were conducting needs analysis, developing the syllabus, developing the first draft of the materials, evaluating the materials and revising the materials. The types of the data were qualitative and quantitative. The instruments for the qualitative data collection were interview guidelines and that for the quantitative data collection were two questionnaires for the needs analysis and for the evaluation of the supplementary reading materials. The qualitative data were analysed by following Burns’ model of data analysis (2010) while the quantitative data were analysed by percentages and Sugiyono’s rating scale (2011). This study developed three units of supplementary reading materials. The materials were developed based on Curriculum 2013 and extensive reading framework. The units have three main parts, i.e. Introduction, Main Lesson and Reinforcement. Based on the result of the expert judgement, the mean score of the whole aspects of the developed materials was 3.47 which was in the range of 3.21 ≤     ≤ 4.00 and categorized as ‘Very Appropriate’.

Keywords: extensive reading tasks, supplementary materials, reading


Full Text:

PDF

References


Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Taylor & Francis.

Day, R. (2004). Extensive Reading: The Background. In Bamford, J., Day, R. R. (Eds.). Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.

Jolly, D., & Bolitho, R. (1998). A Framework for Materials Writing. In Tomlinson, B. (Ed.). Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Lowry, H. W., & King, J. D. (1974). Early Reading Experiences for Young Children: A Book of Selected Readings for Students, Interns and Teachers. New York: Arno Press.

Masuhara, H. (1998). What Do Teachers Really Want from Coursebooks? In Tomlinson, B. (Ed.). Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Nunan, D. (2005). Nine Steps to Learning Autonomy. In Olofsson, M. (Ed.). Symposium 2003: Arena Andraspräk. Stockholm: Stockholm University Press.

Renandya, W. A., & Jacobs, G. M. (2002). Extensive Reading: Why Arent’t We All Doing It?. In Richards, J. C., Renandya, W. A. (Eds.). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.

Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics (3rd ed.). Edinburgh: Longman.

Scrievener, J. (2005). Learning Teaching: A Guidebook for English Language Teachers (2nd ed.). London: Macmillan Publishers.

Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Tomlinson, B. (2001). Materials Development. In Carter, R., Nunan, D. (Eds.). Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

. (1998). Introduction. In Tomlinson, B. (Ed.). Materials Development in Language Teaching. Cambridge: Cambridge University Press.


Refbacks

  • There are currently no refbacks.