By Muh.
Bisyrulhafy
Among other
language skill, reading is the most important skill for academic purpose in
second language acquisition. A lot of foreign language teaching often emphasize
on reading activities. Therefore, various pedagogical purposes help reading to
receive this special focus. For example, national examination (UN) in junior
high school level emphasize on the reading comprehension skill. Most items in
national examination in junior high school are related to reading
comprehension. It means that the student in junior high school level should
have reading comprehension well to prepare of the national examination and to
continue to a higher level of education.
This
research is conducted in eighth grade at MTS Nahdhatul Wathan Bagik Payung because
the students of that level show the low mean scores almost all text reading of
middle test and final examination are the proof of the students have lack of
reading skill. Even, some students do not like to read English reading material
because they think that the language used in the available reading materials
are too difficult for them. Based on this condition, the teachers have to find
ways to solve problem.
Reading
skill plays an important role in English learning process, especially when students
have to deal with final examination which includes reading and writing skills.
Reading is an ability to draw meaning from the printed page and interpret this
information appropriately. So, the important aspects to acquire by the students
of junior high school are vocabulary and grammar since they are still in the
basic stage of learning and have lack of vocabulary or it is called as lower
level reading process (Grabe, W. & Fredricka L. Stoller, 2002).
To have good reading skill,
students need to receive ample reading input or many reading materials.
According to Krashen (2003), the learner need to be exposed a large amount of
comprehensible input in their new language in order to acquire the language. These
reading input are not only in the intensive reading activity but also in the
extensive reading activity where the student can read freely inside or outside
the classroom. Harmer (2007, p. 283) assert that to get optimum benefit from
reading , student need to be involved in both intensive and extensive reading.
It is because of the teacher develops students’ reading materials, logically the materials selected
for the module should
be able to trigger students’ motivation to read.
According to the statement of
the problem, the purpose of this study is producing a book about Supplementary
Reading Materials to help students for reading skill especially to the eighth
Graders of at MTS Nahdatul Wathan Bagik Payung. As it stated in Cunningsworth
(1995) that supplementary material especially graded book expected to answer
the disadvantage of coursebook that is improving varieties in teaching
procedures, responding individual student needs and problems, and also improve
the creativity in teaching technique and language
The final product of this
development is in the form of book entitled “let’s read” supplementary reading
material for the eighth grader”. The cover was designed in bright blue
with attachment of globe which is surrounded The cover was designed in bright
blue with attachment of globe which is surrounded by girl who is reading at
left side, and man is reading at the right side.. The second part is the title
of supplementary that followed by the name of writer, lay-out, illustrate,
cover design, edition and year. The third part is preface; it describes the
reason why supplementary reading material is developed and the aim of providing
supplementary reading. Next is to the teacher, it introduces the content of
product. It is followed by list of content and continued with the map of
content. The next part is the materials staring with Unit 1 till unit 3, in
each unit provides a meaningful picture and the objectives of instructional
activities. The last part is answer key and teacher’s guide.
The result of the study would
be useful for the English teacher of MTS
Nahdhatul Wathan Bagik Payung and other English teachers in other
schools to overcome the problem reading and student’s difficulty in reading
skill. This study can also become one of the guideline for teachers and further
researcher who will develop other supplementary materials. The result of this
supplementary material is also expected to complement the previous and
available the materials of reading in course book.
The
product is developed on the basis of the assumption that the supplementary
materials are suitable for the students’ need and interest and also the
material can improve the students’ reading ability. It is based on Crawley
& Mountain (1995) suggests that material adjustment can be made in a number
of ways; one of them is supplementary reading. It is very essential to use
reading in the content areas. Supplementary reading should be compilation of
sources such as pictures books and trade books (Roe, Stood, and Burns, 1995).
They state that supplementary reading can developed critical thinking skills,
to make a connection between reading and writing, and to develop vocabulary.
The supplementary materials
focus on the topics about fantasy; legend, fairy tale and fable, then is about
experiences: holiday to Bali and vacation to Jogja, and the last is
autobiography; R.A Kartini, soekarno, Hatta, and so forth. Based on the result
of preliminary study, topics mostly are rarely used in reading text of course
book. Also, students only have less reading English text about stories are such
as: princess mandalika, aji saka, gift from daughter, the little mouse and so
on. So, those are expected that he students motivated to read much more story
by focusing the material development on the topics.
The definition of supplementary
material is the material that supports the main course book usage. The contents
are only additional materials, which support and give reinforcement for the
proposed and selected materials in the course book. Reading text materials are
interactive activity that consists of colorful picture; match picture, match
picture into good paragraph , match picture in jumble paragraph, WH-question,
Yes/No question and so forth. They are
used in the eighth grade of MTS
Nahdhatul Wathan Bagik Payung.
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