Developing Supplementary Reading Mterials

DEVELOPING SUPPLEMENTARY READING MATERIALS FOR
EXTENSIVE READING ACTIVITY FOR THE EIGHTH GRADERS
OF SMPN 1 MALANG

THESIS

BY
LUKMAN HIDAYAT
NIM 109221422454

STATE UNIVERSITY OF MALANG
FACULTY OF LETTERS
ENGLISH DEPARTMENT
APRIL 2013

DEVELOPING SUPPLEMENTARY READING MATERIALS FOR
EXTENSIVE READING ACTIVITY FOR THE EIGHTH GRADERS
OF SMPN 1 MALANG

THESIS
Presented to
State University of Malang
in partial fulfillment of the requirements
for the degree of Sarjana in English Language Teaching

by
Lukman Hidayat
NIM 109221422454

STATE UNIVERSITY OF MALANG
FACULTY OF LETTERS
ENGLISH DEPARTMENT
APRIL 2013

This is to certifu that the Sarjana's thesis of Lukman Hidayat has been approved
by the thesis advisor for further approval by the Board of Examiners.

Malang, April 5,2013
Advisor

Dr. Arwijati Murdibjono, M.Pd., Dip. TESL
NIP. 19501104197603 2 007

This is to certifu that the Sarjana's thesis of Lulman Hidayat has been approved
by the Board of Examiners as the requirement for the degree of Sarjana in English
Language Teaching.

Malang, May 66,2013
The Board of Examiners:

M.A.

Dr. Gunadi
198601

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,

Chair

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rH,
Evynurul Lwly Zen, S.S., M.A.
NrP 19840s14 201012 2 002

, Member

M.Pd, Dip. TESL
Dr.
NrP 195011A4197603 2 001

,

Acknowledged by
Head, English Department

Member

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Dr. Johannerfiluro*o, M.Pd, M.Ed.
NIP 19581028 198601 1 001

NrP 19590610 198s03

11

1 005

STATEMENT OF ORIGINALITY
The undersigned,
Name

: Lukman Hidayat

Registration number : 109221422454
Study Program

: English Language Teaching

Faculty

: Faculty of Letters

declares that present Sarjana’s thesis describes an original research undertaken by
the researcher for the English Department, Faculty of Letters, State University of
Malang. Any theories, findings, research techniques which are not my own have
been properly acknowledged therein.
Theoretical contribution and findings in this thesis are my own original word and
have not been submitted for any degrees in this or other universities. If later it can
be revealed that my Sarjana’s thesis contains partly or entirely plagiarised pieces
of other’s intellectual work or any kind. I shall be ready to accept any sanction
established by the university on this matter.
Malang, April 5th 2013
As signed hereby,

Lukman Hidayat

iii

ABSTRACT
Hidayat, Lukman. 2013. Developing Supplementary Reading Materials for
Extensive Reading Activity for the Eighth Graders of SMPN 1 Malang.
Thesis, English Department, Faculty of Letter, State University of Malang.
Advisor: Dr Arwijati Murdibjono M. Pd, Dip. TESL
Key words: Supplementary Reading Material, Extensive Reading, VIII Grade
The objective of this particular research and development is to produce
supplementary materials for extensive reading activity designed for the eighth
graders of SMP Negeri 1 Malang. Based on the preliminary study conducted by
the researcher, it was discovered that students lacked intention of reading. It was
because the text-provided in coursebook used cannot interestingly equip students’
needs. Additionally, the teacher also finds difficulties in providing the students
with attractive reading materials that makes the students become more motivate to
read. Hence, the product of this particular study is expected to be a better solution
for the problems aforementioned by equipping various kinds of reading materials
which suit the students needs so that they can enjoyably and independently learn
the target language.
To achieve the goal of this study, the researcher adapted the model of
R&D proposed by Hyland (2003). The model has been immaculately modified as
follows: (1) needs assessment; (2) developing the materials; (3) expert validation;
(4) 1st revision; (5) try out; (6) 2nd revision; and (7) the final product. Needs
assessment is intended to investigate the initial conditions in the targeted field to
be used as the bedrock of the product development. Reading materials are then
developed based on the obtained data in the need analysis phase. Expert validation
is appertaining to evaluating the product meticulously by judging and giving
feedback about it. The expert validation results are then used as the consideration
for the product before the try out is piloted.
The upshot of this study is in the form of printed supplementary reading
materials consisting of three chapters: World of Fantasy, World of Curiosity, and
World of Popularity. To understand the text and with respect to attractiveness, lots
of pictures and illustrations are relevantly included. Reading practices such as
True/False, W-H Questions, Completion, Crossword Puzzle, and Hidden Words
are laid therein. Glossary and Key answers are also provided in order to assist the
students in doing reading independently.
The product of this study has been validated by an expert and the English
teacher also revised on the root of the feedback and comments given. After the
revision is undergone, the product is tried out to ten students of VIII-C at SMP
Negeri 1 Malang. The results of the try-out described that the students are mostly
interested in and enjoy reading the materials because the gained lots of new and
precious information from the variety of topics offered in the materials. They
stated that the materials can help them to develop their reading skills in fun way.
In addition, the product is then revised based on the constructive suggestions
mentioned by the students during the try out phase.

iv

Thus, the supplementary reading materials of this study are hugely
expected to carry a positive bearing on the teaching and learning of reading.
Moreover, they are valuable to encourage the students for independent learning.
Nevertheless, due to the limitations of the study it is expected that more groundbreaking studies are undertaken in order to achieve perfection.

v

ABSTRAK
Hidayat, Lukman. 2013. Developing Supplementary Reading Materials for
Extensive Reading Activity for the Eighth Graders of SMP 1 Malang.
Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri
Malang. Pembimbing: Dr Arwijati Murdibjono M. Pd, Dip. TESL
Kata kunci: Materi Tambahan Membaca, Extensive Reading, Kelas 8
Tujuan utama dari Penelitian dan Pengembangan ini adalah untuk
menghasilkan suplemen materi untuk membaca secara mandiri yang didesain bagi
peserta didik kelas 8 SMP Negeri 1 Malang. Berdasarkan studi awal yang
dilakukan oleh peneliti, ditemukan bahwasanya peserta didik memiliki keinginan
membaca yang kurang. Ini dikarenakan teks-teks yang disajikan dalam buku paket
belum mampu memenuhi kebutuhan peserta didik. Selain itu, tenaga pengajar
juga menemukan kesulitan dalam menyediakan bahan ajar membaca yang mampu
memotivasi peserta didik untuk lebih giat membaca. Oleh karenanya, produk dari
penelitian ini diharapkan mampu memberikan solusi yang lebih baik dengan
menyediakan variasi bahan membaca yang telah disesuaikan dengan tingkat
kemampuan membaca peserta didik.
Untuk mencapai tujuan penelitian tersebut, peneliti mengadaptasi model
penelitian dan pengembangan milik Hyland (2003). Model tersebut telah
dimodifikasi sedemikian rupa: (1) Peninjauan kebutuhan; (2) Pengembangan
materi; (3) validasi ahli; (4) revisi 1; (5) Uji coba; (6) revisi 2; dan (7) produk
akhir. Peninjauan kebutuhan dilakukan untuk mengetahui kondisi lapangan yang
nantinya dijadiakan sebagai dasar penembangan produk. Pengembangan Materi
dikembangkan berdasarkan hasil temuan di lapangan. Validasi ahli ditujukan
untuk mengevaluasi produk secara detail dengan memberikan komentar dan
mengisi checklist. Hasil dari validasi ahli tersebut kemudian dijadikan bahan
pertimbangan sebelum nantinya berlanjut ke proses uji coba.
Hasil dari studi ini berbentuk tambahan bahan ajar membaca yang terdiri
dari tiga bab: World of Fantasy, World of Curiosity, and World of Popularity.
Untuk memahami teks dan juga mengedepankan nilai kemenarikan, banyak
gambar dan ilustrasi disajikan secara relevan. Latihan membaca semacam
True/False, W-H Questions, Completion, Crossword Puzzle, dan Hidden Words
juga turut disertakan. Tak lupa Glosari dan Kunci jawaban juga tersertakan agar
peserta didik dengan mudah memahami teks secara mandiri.
Produk dari penelitian ini telah divalidasi oleh ahli dan guru Bahasa
Inggris serta telah direvisi yang mengacu dari komentar dan penilaian yang
diberikan. Setelah revisi terlampaui, produk tersebut diujicobakan kepada sepuluh
siswa kelas 8-C SMP Negeri 1 Malang. Hasilnya menunjukkan bahwa banyak
dari peserta didik yang tertarik serta menikmati akitivitas membacanya karena
mereka memperoleh banyak informasi menarik serta berharga dari keberagaman
topik yang disajikan. Lebih lanjut, mereka menyatakan bahwa bahan membaca
tersebut mampu mengembangkan kemampuan membaca dengan cara yang
menyenangkan. Sebagai tambahan, produk ini direvisi berdasarkan saran yang
direkomendasikan oleh peserta didik selama fase uji coba.
vi

Oleh karena itu, bahan bacaan tambahan hasil dari penelitian ini
diharapakan mampu memberikan pengaruh positif terhadap pengajaran dan
pembelajaran membaca. Selain itu, produk tersebut berharga untuk mendorong
minat baca peserta didik juga belaja secara mandiri. Namun, dikarenakan batasanbatasan yang terjadi saat pelaksanaan penelitian, diharapkan lagi adanya
penelitian lebih lanjut untuk mencapai kesempurnaan produk.

vii

ACKNOWLEDGEMENT
The first and always, I would like to lavish my gratitude upon The
Almighty God, Allah SWT for the majestic grace and blessing that has immensely
enlightened me in finishing this thesis.
Specifically, my thanks sincerely go to my Advisor, Dr. Arwijati
Murdibjono, M.Pd, Dip. TESL who has given her unflagging advices and
invaluable support also in particular for discussions at each step of the way
concerning the approach to the research and what it all means.
A word of thanks I also devoted to my expert judgement Dr. Arwijati
Murdibjono, M.Pd, Dip. TESL who has validated the product that I developed.
My enormous indebtedness goes to the Board Examiners, Dr. Gunadi H. Sulistyo,
M.A., and Evynurul Laily Zen, S.S., M.A. for their constructive criticism and
suggestion to give betterment to the overall content of this thesis.
I would like to thank the Principal of SMPN 1 Malang and the English
teacher Dra. Ida Kadarwati for giving me the opportunity to undertake this study
and supporting me in the research. I would also like to extend my gratitude to the
beloved students of VIII-C who completed my questionnaire and provided the raw
data for my analysis, as well as contributed valuable comments. Without them a
large part of this research could not have been completed.
Specially, I proudly have my beloved parents Subagiyo and Rofi’ah
Adawiyah to thank for their affection and encouragement towards me. My solemn
love and gratitude are also pierced to my big brother, Rofi’udin Subekti who
always reassures me to finish my study.
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ix

Lastly, I dedicate my acknowledgement to my friends Afrillia, Coy, Dyah,
Mega, Annysa, Asizah, Bila, Mbak Ika, Fajar, Biyant, Orista, Elin, Restu, Fenny
Mei, Imam, Isna and Trias, who supported me during the years of study. In
addition, million thanks go to all of my friends in English Department. A task of
this magnitude cannot be undertaken alone, thus the encouragement I received
was undeniably vital to completing the study.

The Writer

TABLE OF CONTENTS

APPROVAL SHEET ............................................................................................... i
STATEMENT OF SARJANA THESIS ORIGINALITY ..................................... iii
ABSTRACT ........................................................................................................... iv
ABSTRAK ............................................................................................................. vi
ACKNOWLEDGEMENT ................................................................................... viii
TABLE OF CONTENT ...........................................................................................x
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURES ............................................................................................. xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I INTRODUCTION
1.1 Background of the Study....................................................................................1
1.2 Research Objective...........................................................................................10
1.3 Specification of the Product .............................................................................10
1.4 Significance of the Study .................................................................................11
1.5 Scope of The Study ..........................................................................................12
1.6 Definition of Key Terms ..................................................................................13
CHAPTER II RESEARCH METHOD
2.1 The Research Design and Model of Development ..........................................14
2.1.1 Conducting Needs Assessment .....................................................................16
2.1.2 Developing Materials ....................................................................................17
2.1.3 Experts and Teachers Validation .................................................................20
2.1.4 Try-Out/Testing the Product ........................................................................20
2.1.5 Revising the Product ....................................................................................20
2.1.6 Final Product .................................................................................................21
2.2 Try Out of the Product .....................................................................................21
2.2.1 Try Out of the Design ...................................................................................21
2.2.2 The Subject....................................................................................................21
2.2.3 The Data Collection ......................................................................................22

x

xi

2.2.4 The Data Analysis .........................................................................................22
CHAPTER III FINDINGS AND DISCUSSION
3.1 The Result of Needs Assessment .....................................................................24
3.1.1 The Result of Learners’ Needs ......................................................................24
3.1.2 The Result of Teacher Interview ...................................................................26
3.2 The Materials Development .............................................................................28
3.2.1 The Materials ................................................................................................28
3.3 Materials Evaluation ........................................................................................30
3.3.1 The Result of Expert Validation ...................................................................30
3.3.2 The Result of Teacher Validation .................................................................32
3.3.3 The Result of Trying Out the Product ...........................................................34
3.4 Discussion ........................................................................................................37
CHAPTER IV CONCLUSION AND SUGGESTION
4.1 Conclusion .......................................................................................................42
4.2 Suggestion ........................................................................................................43
REFERENCES.......................................................................................................45
APPENDICES .......................................................................................................47
CURRICULUM VITAE ........................................................................................64

LIST OF TABLES
Page
1. Table 3.1 Mapping of the Supplementary Materials……………………29

xii

LIST OF FIGURES
Page
1. Figure 2.1: Stages in Research and Development……………………...15
2. Figure 2.2: Stages in Materials Development………………………….18

xiii

LIST OF APPENDICES
Page
1. Recommendation Letter ..............................................................................47
2. Questionnaire for Need Assessment ...........................................................48
3. Interview Guidelines ..................................................................................51
4. Expert Validation Checklist .......................................................................53
5. Teacher Validation Checklist .....................................................................56
6. Questionnaire for Try-Out .........................................................................59
7. Revision ......................................................................................................61
8. Letter of Confirmation ...............................................................................63
9. Product ........................................................................................................65

xiv

CHAPTER I
INTRODUCTION
This study deals with creating supplementary materials for extensive
reading activity for the eighth graders of SMP 1 Malang.
This chapter explicates the background of the research, the research
objective, the specification of the product, the significance of the research, scope
of the research and the definition of key terms.
1.1

Background of the Study
Reading is an activity which we all do almost every day. It can be

associated with extracting information from written text. Most of our activities
deal with the reading, such as reading daily newspapers, tabloids, magazines, or
even friends’ tweets or statuses at Twitter and Facebook. Hence, we cannot
separate reading from our daily activities.
Regarding to the importance of reading, the government attempts to
include reading as the one of the four language skills being taught in school. To
accommodate the needs of the students reading skills, the standard of competence
and basic competence are then formulated in each grade. Consequently, the
students learn to read based on what has been directed from the curriculum.
According to Goodman (1970) reading is a complex cognitive process
dependent on an interaction between information processing/decoding skills

1

2

(bottom up skills) and background knowledge combined with social experiences
(top down skills). Additionally, reading can be defined variously by many people
or language experts. Cline (2006) defines reading as decoding and understanding
text for particular reader purposes. It can be interpreted that readers decode
written text by translating text to speech, and translating the words directly to
meaning. To understand written text, readers engage in constructive processes to
make text meaningful, which is the end goal or product.
Weaver (2009), moreover, states that reading is a process determined by
what the reader’s brain, emotions and beliefs bring to the reading: the
knowledge/information (or misinformation, absence of information), strategies for
processing text, moods, fears and joys.
Reading itself, however, will vary according to the purpose of reading
since different purposes to some extent will need different strategies in reading.
For instance, the one who reads for oneself only (to some extent, reading for
pleasure) will read differently from the one who reads to answer comprehension
questions, to perform, and many more. Weaver (2009) further asserts that those
conditions in reading can affect confidence, fear, anger, defiance, and/or other
emotions. Therefore, it is important to create such an enjoyable atmosphere while
reading in order to help the students to understand the text better.
Reading is mostly related to comprehension. Many experts define reading
along with comprehension. Although Snow (2002) argues that formal definition
of reading comprehension may seem unnecessary since its meaning is assumed to
be generally understood, she still states that reading comprehension is a process of

3

simultaneously extracting and constructing meaning through interaction and
involvement with written language. Reading comprehension itself entails three
prominent elements: the reader who comprehends; the text to comprehend; and
the activity in which the comprehension is a part.
Those three elements of reading comprehension essentially go hand in
hand. To greatly comprehend the text, a reader must have capacities and abilities.
These include cognitive capacities (e.g. attention, memory, critical thinking),
motivation (a purpose of reading, an interest in the contents being read, selfefficacy as a reader), abilities (identifying the main point or important
information, distinguishing the main idea, extracting noticeable points to
summarize, so forth) and various types of knowledge (vocabulary, linguistic and
discourse knowledge, learning strategies, et cetera). Indeed, those capacities and
abilities depend upon the text in use and the specific activity in which reader is
engaged.
In the world of education, reading is one of the four language skills taught
in English class. In Indonesia, English is a foreign language. Starting from
kindergarten level, English has already been introduced to the learners. Among
those four language skills, reading holds a prominent contributory factor to the
developing of language acquisition. In addition, Sweeney (1993) states three
reasons for ensuring that reading has an important position in the design of a
foreign language teaching programme. These concern reading techniques,
language acquisition and motivation.

4

Some students may decipher every single word in a linear fashion and
quite often spend more time looking in a dictionary than reading a text. Goodman
(1970) states that good and fluent readers, for first language particularly, do not
examine every single word but use their knowledge to arrive at the meaning of the
text. Thus, the teachers should be able to develop the EFL students’ reading
strategies which reflect the reading process in native language. This requires
students to focus on meaning and on solving problems and not solely on
interpreting individual words.
Krashen (1984), moreover, states that reading may give useful
contributions to developing language acquisition, benefiting both students’
competence and self-confidence. Reading impacts upon grammatical knowledge
and vocabulary development so that logically the students who make the fewest
mistakes are those who read more. Furthermore, reading should be done
enjoyably. Students feel motivated to read more if they fell they read well. The
researcher believes that if the reading texts provided are carefully and suitably
selected and, therefore, contribute to motivation, the process of language learning
can be tremendously aided.
In SMP 1 Malang, particularly VIII-C class, the teaching of reading was
mostly focused on translation. The students were drilled to translate English text
into Indonesian version. This sort of reading activity is no longer used according
to the curriculum; hence this study can change the paradigm of teaching reading
used by the English teacher of SMPN 1 Malang.

5

Moreover, the students do not use particular coursebook to accommodate
their needs in reading. The availability of interesting materials is hard to find in
SMPN 1 Malang or the use of internet which is actually aimed to facilitate their
needs cannot be maximally utilised. In addition, the availability of books in the
school library only concerns on intensive reading. Thus, developing
supplementary material for extensive reading is worth doing.
Nevertheless, some factors seem to affect students’ reading activity in a
rather unfavourable way. Based on some observation and informal interview in
SMPN 1 Malang, the researcher found two factors that cause the unfavourable
condition. Firstly, the coursebook does not maximally accommodate the students’
need to expand their reading competence. Secondly, it appears that the selected
texts in the coursebook cannot interestingly stimulate the students’ motivation to
read more enthusiastically since the texts are monotonous. To accommodate the
students’ needs, it surely needs a coursebook or module which can cover the
suitable materials for them. A good coursebook can greatly assist the students in
comprehending the materials. Providing appropriate texts which are attractive will
also increase the students’ motivation in reading. Therefore, the researcher
believes that supplementary materials for extensive reading activity should be
developed and of course the developments of the materials could be methodically
well-proven by conducting a research.
In addition, the availability of supplementary material for extensive
reading in the market, especially in Malang cannot be found. The bookstores in
Malang only sell general coursebooks intended for the eighth graders of junior
high school that are used for intensive reading activities in classroom. Therefore,

6

the supplementary materials for extensive reading are great in need for the
students particularly for the eighth graders.
Reading can be associated with “the window of knowledge” in which
through reading lots of information gained. The information gained is our
background knowledge which is so much useful for language learning. Krashen
(1982) argues that one of the key-elements in language learning is
“comprehensible input”, among which he lists extensive reading. He argues that
extensive reading will lead to language acquisition, provided that the texts include
adequate exposure to the language, interesting material, and a relaxed learning
environment.
There are two terms in reading namely Intensive Reading and Extensive
Reading and both of them have their own aims. The aim of Intensive Reading is to
study the language whereas Extensive Reading is to help the students become
better at the skill of reading rather than reading to study the language itself. When
students read intensively they are reading a text to learn something about the
language itself – maybe a new word, some grammar and so on. It could call as
„study reading’. It is reading that many students do with their textbooks. The
passages are short and often have lots of vocabulary items that the students do not
know. The aim of this reading is to help students to acquire the language or build
a reading skill such as guessing the topic, understanding some sequences of event,
finding an implicit meaning, dealing with tenses used in the text, and so forth.
On the other hand, when the students read extensively, they actually read
very easy, enjoyable books to build their reading speed and reading fluency

7

(Bamford and Day, 1998 in ER Foundation). They are also practicing the skill of
reading by reading for information – reading a story book for example with the
aim of enjoying the reading without consciously knowing they are learning. The
aim is to build reading fluency - not necessarily to learn new things (although they
may learn some), and to deepen their knowledge of already met language items
and to get a better sense of how these fit together communicatively. This allows
them to process language faster and improves comprehension and enjoyment.
Furthermore, a current issue in pedagogical research on reading is the
extent to which learners will learn to read better in a laissez-faire situation of
reading. Krashen’s (1993) The Power of Reading and Bamford and Day (1998)
both made the case that extensive reading is a key to students gain reading ability,
linguistic competence, vocabulary, spelling and writing. Green and Oxford (1995)
also found that reading for enjoyment and reading without looking up all the
unknown words were both highly correlated with overall language proficiency.
Those findings suggest that instructional program in reading should give
strong consideration to the teaching of extensive reading. It does not suggest that
strategies for intensive reading ought to be abandoned but strengthens the idea
that an extensive reading component in conjunction with other focused reading
instruction is highly warranted.
Bamford and Day (2004) state that reading is no different from other
learned human abilities such as playing football, driving or riding a motorcycle:
the more you do it, the more fluent and skilful you become. By conducting

8

extensive reading activities in EFL classroom, it can also increase students’
reading habit in which logically can also enhance their reading comprehension.
Accordingly, Day (2008) showed the results of the study of Extensive
Reading conducted by some researchers. The result can be seen from the research
undertaken by Sheu (2003) and Nishono (2007). In Sheu’s research, the
population involved in extensive reading activity was the students of junior high
school in Taiwan. The result showed that Extensive reading can increase language
proficiency in general. Similarly, in Nishono’s study, the subject was the
secondary school students in Japan. The result depicted that extensive reading
activities can also increase reading strategies and motivation of the students.
Referring to the result of the studies aforementioned, it is obvious that
Extensive Reading activity is greatly able to increase reading competence and it
also simultaneously increases other skills. However, ER is rarely conducted in
Indonesia, especially for teaching English in elementary or even high school level.
The researcher, therefore deliberately develops supplementary materials which are
simultaneously designed to be an extensive reading activity by providing many
various texts. Besides, it is going to be more meaningful and useful to start
administering ER from the early grade of Junior High, that is, seventh and eighth
grade.
In addition to the micro reading skills, Munby as cited by Grellet (1983)
mentions the following skills: recognizing the language, deducing the meaning,
understanding explicit information, understanding implicit information,
understanding conceptual meaning, understanding the communicative utterances,

9

understanding relations within the sentence, understanding relations between the
texts, understanding grammar, interpreting text, recognizing indicators in text,
identifying the main idea of text, distinguishing the main idea from supporting
details, summarising the texts, extracting relevant points, skimming, scanning.
To be able to develop students’ reading skills, logically the materials
selected for the module should be able to trigger students’ motivation to read.
However, what are learning materials actually? Roughly speaking, materials can
be related to anything that is employed to facilitate the language learning.
Tomlinson (2012) specifically argues that materials are anything that can be used
to facilitate the learning of a language, including coursebooks, videos, graded
readers, ﬂash cards, games, websites and mobile phone interactions, though,
inevitably, much of the literature focuses on printed materials.
Moreover, no matter what the form of the materials, good materials should
have the following criteria. Tomlinson (2012) asserts that materials should be
informative (informing the learner about the target language), instructional
(guiding the learner in practising the language), experiential (providing the learner
with experience of the language in use), eliciting (encouraging the learner to use
the language) and exploratory (helping the learner to make discoveries about the
language).
In the process of materials development for extensive reading activity,
surely, needs some consideration and criteria in order to meet the students’ needs
in learning language. Nuttall (1996) highlights three criteria in evaluating reading
texts: suitability of context, exploitability, and readability. Firstly, suitability of

10

the content deals with selecting materials that are appropriately and relevantly
designed for students’ needs and interest so that they are triggered to learn the
target language. Secondly, with respect to exploitability, it can be associated with
how a material –in this case, a text- can be utilised fully and effectively to develop
students’ competence as readers. Thirdly is about readability which is mainly
focused on describing the level of the difficulty of a text. In addition, readability
frequently deals with vocabulary, word length, grammatical complexity and
sentence length of the text. Hence, it is prominent to carefully select a text with
the right difficulty since it will encourage the students to read enjoyably and
enthusiastically.
1.2

Research Objectives
Linked to the background of the study, in which the students may have

lack of intention due to some materials that cannot interestingly trigger their
motivations to read, this research is set out to produce supplementary materials for
extensive reading activity which expectedly can fulfil their needs. The researcher
purposely develops the product for the eight graders because it is assumed that the
eighth graders have acquired a higher level of reading comprehension and
importantly to stimulate and motivate their reading habit.
1.3

Specification of the Product
The specification of the developed product can be formulated as the

following: (1) The product of this research is in the form of printed supplementary
extensive reading materials; (2) It consists of various text types such as narrative,
procedure, report, and descriptive which are appropriately and suitably designed

11

for the students of the eighth grades; (3) It promotes edutainment, meaning the
students read to learn something and be entertained at the same time; (4) It also
contains some other informative text such as science, unique information about
flora and fauna; (5) The exercises are found following each text and easy; (6) It
consists of 16 texts of various types with the expectation the students will at least
read one text in a week; (7) It also contains glossary and key answer for self-study
(8) Additionally, the researcher personally names his product “CHEESE” (Cheer
Up and Smile) to describe that the product will bring joy and happiness to the
students.
1.4

Significance of the Study
Firstly, to the learners, especially the eighth graders, the result of this kind

of research will be expected to meet their needs. Since the market does not
provide any kind of supplementary material for extensive reading, providing such
edutainment reading materials will motivate their interest in reading in which
additionally expected to develop their reading competence. Moreover, the product
of this research can also be used by the students to self-assess their reading
comprehension since exercises followed by answer keys are included.
Secondly, to the English teachers, the product of this study is also
deliberately designed to aid them in teaching reading. Thus this module can be a
teaching companion and support the English teaching and learning process. This
module also can be an alternative way for the teachers who want to implement ER
or Sustained Silent Reading (SSR) in their class.

12

For the future researcher, this study can be used for reference to undertake
similar studies on material development, especially intended for junior high
school. Any weaknesses happen in this study can be alleviated in the future
studies.
1.5

Scope of the Study
This research is a development of supplementary materials (module) for

extensive reading activity. This module is particularly designed for the eighth
graders because they it is presumed that they acquire a higher level of reading
comprehension. Also, it is developed only for second semester so that the texts
included are specifically about narrative, descriptive, procedure and various
informative texts dealing with biology, physics, geography, and recent issues are
also laid therein. Additionally, the reading competences covered in this module
include identifying detailed information from the text and reference to words.
In order to arrive at the needs of students and teachers, moreover, the
materials chosen are adapted from various sources such as internet, magazines,
books, articles and many more.
The themes in each chapter can be broken down as follows: (1) Chapter 1
is about fairy tales and short stories. (2) Chapter 2 deals with informative passages
on certain phenomenon. (3) Chapter 3 concerns on describing famous people or
places. The overall texts included in the material consist of 16 texts which focus
on one reading skill namely understanding the explicit meaning. This goes in line
with basic competence which is to understand the explicit meaning perfectly and

13

efficiently written functional and simple short essay text in narrative, recount and
exposition text related to the surrounding environment or in academic context.
1.6

Definition of Key-Terms
In order to evade misconception and ambiguous perception, it is prominent

to define some terms employed in this research. Such terms include Developing,
Supplementary Materials, and Extensive Reading.
Developing is adapting the materials which are taken from the internet,
articles, magazines and many others.
Supplementary Materials are materials used for complementary learning
resources for the students of the eighth graders of SMPN 1 Malang.
Extensive Reading activity is a reading activity without any involvement
of the teacher as the students read independently. This activity is done at home.

CHAPTER II
THE RESEARCH METHOD
This chapter describes the method of the study. The method includes the
research design, the model of development and the procedure of development.
2.1

The Research Design and the Model of Development
This research is methodically designed as Research and Development

(R&D). It develops and produces the supplementary materials for extensive
reading for the eighth graders of SMPN 1 Malang.
Research and Development (R&D) is not chiefly purposed to generate or
to verify a theory but to develop or formulate educational products such as
curriculum, syllabus, textbooks, instructional media, modules, assessment
instruments, and so forth, for use in academic circumstances.
This R&D study covers a set of stages which is used as the fundament of
the study. The stages of Research and Development (R&D) are actually adapted
from Hyland (2003). This study starts from need assessment. It is intended to
acquire the actual learners’ and teachers’ need so that the researcher is
beneficially able to determine and develop suitable, practical, and effective
materials for the product.
The next stage of this R&D is developing the supplementary materials.
The development of the materials contains the process of modifying the available

14

15

or chosen sources by adding, deleting, replacing some words from the materials.
The following stage to undertake is concerning the draft of the product. The
product is, indeed, developed to meet specific needs and according to the detailed
specifications. Once accomplished, the product is validated by relevant experts or
English teachers and revised in order to get quality guarantee. Then, the validated
product is tried out in a small scale and revised based on the results of the try-out.
In this case, the criteria of success are surely needed to determine the acceptability
of the product. The cyclical nature of the process within each stage of
development will be diagrammatically shown in Figure 2.1.

Figure 2.1
Stages in Research and Development Adapted from Hyland
(2003) and Tomlinson (1998)

16

2.1.1 Conducting Needs Assessment
Needs assessment is prevalently defined as the process of identifying and
evaluating needs in a community or other defined population of people (Alderson,
2000). The identification of needs is a process of describing problems encountered
by population and then providing possible solution to the problems. Need
assessment focuses on the future, or what should be done, rather than on what was
done as is the focus of most program evaluations that is why some people use the
related term “needs assessment”. In conducting needs assessment, there are
several steps suggested by McKillip (1998). (1) Identify the targets (learners and
teachers) and purpose for the analysis. (2) Describe the target population and
service environment. (3) Conduct need identification where descriptions of the
problems (beyond the general level noted in step 1) and possible solutions are
generated. (4) Evaluate the identified needs. (5) Communicate the result to the
learners and teachers identified in the first step. Those five steps, however, might
vary in different population and condition. It, of course, depends upon the scale of
the population and it is also suited to the necessity of data collection.
Needs assessment is intended to acquire the actual learners’ and teachers’
need so that the researcher is beneficially able to determine and develop suitable,
practical, and effective materials for the product. This study is essentially
designed to develop supplementary reading materials for Extensive Reading
activity for the Eighth Graders of SMPN 1 Malang, the purposes of needs
assessment can be specified as follows: (1) to identify the students’ previous
learning experiences; (2) to obtain information dealing with a particular
problem/difficulty that learners are experiencing in reading; (3) to identify

17

students’ preferences and interest about the materials which will be developed;
and (4) to investigate the students’ frequency of reading.
Moreover, the researcher used two instruments namely questionnaire and
interview guides to collect the data in need assessment. The questionnaire was
purposefully utilised to achieve information on students’ needs. Then the
interview was done to know the teacher’s needs of supplementary reading
materials, in this case focusing on extensive reading activity.
To construct the questionnaire the researcher had already made some items
based on what the researcher obtained during his teaching practice in SMPN 1
Malang. For about three months, the researcher observed the condition and the
condition of teaching English in SMPN 1 Malang. Then the information was put
in the questionnaire.
2.1.2 Developing Materials
This part discusses the stage of material development. It is different from
the procedure of research design. Research design plays role as a framework of
whole step of Research and Development whereas procedure of development
focuses on how the product is developed by the researcher.
After conducting needs assessment, the data obtained were analysed and
then the researcher commenced developing the product based on the analysis.
Materials Development, moreover, refers to all the processes made use of by
practitioners or researchers who produce and/or use materials for language
learning, including materials evaluation, their adaptation, design, production,

18

exploitation and research (Tomlinson, 2012). In this study, the materials are
particularly developed and designed for the necessity of Extensive Reading
activity. Figure 2.2 depicts clear stages in developing the material.

Figure 2.2 Stages of Material Development Adapted from Tomlinson (2012)
Based on the figure 2.2, it can be explained that the materials development
featured two stages namely drafting and organising. Drafting phase includes (1)
designing the content; (2) selecting the topic of texts; and (3) identifying the
reading skills. After the stage of drafting accomplished, the researcher then
continued to organising. It features (1) constructing the texts; (2) determining the
activities; and (3) making the answer key. Each step of material development can
be further elaborated as follows.
In the stage of designing the content, the researcher determined what
should be put in the product. It contained the layout, the three chapters, references
and the key answer. Next, the step is about selecting the topics of the texts. In
doing this stage the researcher decided to give different topics for the three
chapters. The topic of chapter 1 mostly talks about fairy tales and short stories.
Chapter 2 deals with informative passages on certain phenomenon. Lastly, chapter
3 concerns on famous peoples and places. After selecting the topic of the texts, the

19

researcher then determined the reading skill employed in the product. In doing
this step the researcher looked at the Standard of content and basic competences
for the eighth graders in one reading skill was picked namely to understand the
explicit meaning perfectly and efficiently written functional and simple short
essay text in narrative, recount and exposition text related to the surrounding
environment or in academic context.
In the stage of organising, the researcher first constructed the text. This
process was done through taking texts from web-based resources. After all the
texts were collected, the activities were developed. The activities included W-H
questions, True and False, Crossword Puzzle, and Matching. The last step is
making the key answer for students’ independent study.
Furthermore, to strengthen the fundamental principle of how materials for
Extensive Reading should well-developed, here some worth-considering criteria
adapted from SEAMEO Regional Language Centre in Singapore (Davis et al,
1997). The criteria are itemised as follows: (1) reading materials are at the proper
level of difficulty so that students can read them independently. At the same time,
materials should not be too easy; (2) reading materials should appeal to a variety
of students’ interest; (3) reading materials should expose students to a wide range
of text types (e.g. fairy tales, myth, biography, etcetera); (4) reading materials
should be organised in a way that simplifies and attract students’ use. The reading
materials for Extensive Reading are, therefore, developed on the foundation of
several aspects. In this case, five aspects are considerably taken such as language,
length of the texts, content, level of difficulty and variety of texts.

20

2.1.3 Experts and Teachers Validation
The following consequential stage to establish after developing materials
is validation from experts and teachers. They were surely needed to constructively
criticise the materials in order to give some betterment to the materials being
developed. After that, their valuable comments are used as the bedrock of the
revision. To conduct this stage, the researcher gave a checklist to the expert and
the teacher. They were to analyse and evaluate the product based on the checklist.
2.1.4 Try-Out/Testing the Product
The product was tried out to the 10 students of VIII C of SMP 1 Malang.
The product was distributed to them to be read at home. The researcher gave time
allocation for the students to read the materials for three days. Trying out the
product was conducted in order to identify some weaknesses of the materials;
hence the weaknesses diagnosed were used to improve the quality of the
materials. To know the quality of the materials the researcher then distributed a
sort of questionnaire to the students. Such a questionnaire covered: level of
difficulty, attractiveness of the texts, variety of exercises, clarity of the
instructions, and so forth.
2.1.5 Revising the Product
After piloting the product to the students, the researcher revised the
product. The revision was based on the information gained during the try-out.
Additionally, the result from the questionnaire became consideration for revision.
To revise the product, the researcher made some changes on the layout to make it

21

more interesting by putting some pictures and illustrations. Then the researcher
replaced some words which students think too difficult to understand.
Additionally, the glossary was changed into bilingual version which help the
student identify the English words into Bahasa Indonesia.
2.1.6 Final Product
The revision that has been done previously greatly impacted upon
determining the quality of the product at the finalisation. If the revised product
were attained, then the final product was officially ready to release. The final
product was produced assuredly after considering many aspects such as validation
from experts and teachers, try-out and revision.
2.2

Try Out of the Product
The ultimate goal in this sort of developmental stage is to determine the

acceptability of the product. Through this process, moreover, the researcher
obtained as many constructive criticisms as possible for the product revision.
2.2.1 The Try-Out of the Design
Trying-out the draft materials equipped the researcher with lots of
beneficial information to be additional used to carefully scrutinise problems in
applying the instructional materials.
2.2.2 The Subject
The students at the eight grade of SMP Negeri 1 Malang were the subject
in the need assessment and the try-out process. There are eight classes of Eight

22

Grade, but then the researcher solely picked one class. The class that has already
been picked was based on the recommendation of the teacher who handles the
class. She told the researcher that the class is quite homogenous in terms of their
level of reading comprehension. In addition, the researcher did not try the product
out to the whole students in the class. The researcher used small group on the try
out process in which consist of 10 students as the representative.
2.2.3 The Data Collection
In the needs assessment phase, the data were taken from 26 students of
VIII-C of SMPN 1 Malang. The students were asked to fulfil the questionnaire as
the instrument to collect the data. Also, the interview was undergone to the
English teacher who taught VIII-C of SMPN 1 Malang.
In the expert validation phase, the data were derived from the checklist
fulfilled by the expert and the English teacher as the evaluator. The data were in
the form of comments and suggestion given by the expert and the teacher relating
to the product.
In the try-out phase, the data were obtained from the ten students who
were given the product and asked to fulfil the questionnaire. Their comments and
suggestions relating to the product were then treated as the basis of to develop the
final product.
2.2.4 The Data Analysis
The data derived from the needs assessment were then analysed
descriptively and quantitatively. Since each choice of the question was in the form

23

of students’ response, the questionnaire was then presented in a description. In
order to support the description, the quantitative calculation was used. In this case,
each choice of each question was worth 100 per cent since there was a possibility
for the students to choose more than one option.
The data obtained from the expert and teacher validation were scrutinised
descriptively. The analysis taken from the expert and teacher validation covered:
(1) suitability; whether or not the materials are suitable with the students’
language level, (2) clarity; whether or not the reading tasks have clear instructions
for students so that the students can understand what to do, and (3) variety and
presentation; whether or not the materials are wide in topics and are orderly
arranged.
The data gained from the try-out process were also analysed descriptively.
The descriptive analysis focused on the comments and suggestion uttered by the
students. Those included clarity, acceptability and suitability of the product. Their
comments and suggestion were then used as the foundation of revision for final
product.

CHAPTER III
FINDINGS & DISCUSSION
This chapter discussed the result of the materials development and the
discussion of it. The result of the materials development covers four points, which
are, the result of the need assessment, the materials development, the data analysis
from material by the experts’ judgements and the data analysis from the try out,
and the revision of the product.
3.1

The Result of Needs Assessment
The data of needs assessment were derived from questionnaire and

interview. The questionnaire was deliberately distributed to the students in order
to know their needs and for the bedrock of the product development, whilst the
interview was conducted to the teacher in order to investigate the students’ needs
in accordance with the teacher’s perspective.
3.1.1 The Result of Learners’ Needs (Questionnaire)
To know the students’ needs the researcher distributed questionnaires to the
students, see Appendix 2. The questionnaires were given to the 26 eighth graders
of SMP 1 Malang –specifically VIII C-. Then the answers were documented and
analysed to be used as consideration for developing materials. The questionnaire
covered the following aspects such as the difficulties faced by the students in
learning English, how the students encounter such difficulties, suitable and

24

25

appropriate reading materials that are able to help the students in learning English,
and various topics of the text types that the students are interested in.
The result of the questionnaire distribution would be expounded as follows.
First of all, the difficulties faced by the students in learning English were split into
three gauges featuring vocabulary, the length of the text, and the attractiveness of
the text. In determining the quantitative score, each choice in each question was
worth a hundred per cent because there was possibility for the students to choose
more than alternative answers. In accordance with the result, there were 16
students (61. 5%) who had problem with vocabulary, 7 students (26. 9%) had
problem with the length of text, and 6 students (23. 0%) felt the text provided was
less attractive.
The next aspect was about how the students encounter such difficulties in
learning English. From the choices that the researcher provided, there were 12
students (46. 1%) were likely to frequently read English text, 10 students (38. 4%)
inclined to do discussion with their classmates and ask the problem to the teacher,
and 6 students (23. 0%) tended to do reading exercise, and
The researcher also investigated the suitable and appropriate reading
materials that can interestingly and independently help the students to learn
English. The result showed that 12 students (46. 1%) voted that the text should be
various and not too long, 9 students (34. 6%) chose various and sufficient activity
should also be included, also 8 students (30. 8%) tended to dealing with many
understandable vocabulary featured on the text, and lastly there were 7 students
(26. 9%) voted that reading materials should be attractively designed.

26

Last but not least, the researcher included 7 topics of text types such as
famous people, the uniqueness of an animal, the description of a place or a
building, legend, myth, fairy tale, and fable. The result was the following: The
most chosen one was famous people topic with 17 students (65. 4%); the second
most chosen topic was myth with 10 students (38. 4%); the third designated was
about the uniqueness of animals and the description of a place with 6 students (23.
0%); legend topic was chosen by 5 students (19. 2%); and fable was chosen by
solely 4 students (15. 4%).
In conclusion, the texts should features understandable vocabulary items for
the students. In addition, the texts should not too lengthy and have various
interesting topics. Then, the topic about famous people was more included in the
product.
3.1.2 The Result of Teachers’ Interview
The interview was conducted on February 19th, 2013. Indeed, the
interviewee was the English teacher of VIII C class in SMP 1 Malang. The
interview covered four basic points as follows: (1) the students’ reading
competences on the teacher’s viewpoint; (2) the students’ difficulties in reading
comprehension and their reading habit according to the teacher’s point of view;
(3) the teacher’s opinion about Extensive Reading; and (4) the availability of
reading resources at SMP 1 Malang library. Those four points were further
explicated as follows, see Appendix 3.
According to her, the students’ reading competences –particularly VIII Cconstituted good. Once she gave her students an English text which was consist of

27

approximately 600 words and with various vocabulary items that considered
difficult for eighth graders but surprisingly most of her students could simply
understand it. Notwithstanding good at reading, her students were not quite
interested in reading activity. Therefore, she further asserted that their students
needed something interesting to stimulate their willingness in reading, for
instance, providing a narrative text that they might know it before and also doing
such joyful activity like game, crossword puzzle, singing, and so forth
Another point that she explained was the students’ difficulties in reading
comprehension. She explained that most of her students had such difficulty in
vocabulary. Additionally, her students were lack of intention of reading since the
text was too difficult for them and the materials being discussed were not
interesting so that it could not boost their motivation to read.
The third point that she explicated was her opinion about Extensive
Reading. At first, the interviewee did not understand or even know what actually
Extensive Reading is. Therefore, she said that she never implemented ER activity
in her English class.
The last point was about the availability of reading resources at SMP 1
Malang library. Based on her explanation, the reading resources that the library
provided at SMP 1 Malang could sufficiently facilitate the students to learn the
target language. It was also tremendously supported by the condition of the library
itself which can comfortably accommodate students to read. However, the books
provided only concern on intensive reading activities. Therefore, there is a need to
provide the students with supplementary material for extensive reading.

28

As the result of need assessment, importantly the language used should be
easily understood by the students. The texts provided should not be too lengthy
and various in terms of topics. Additionally, the extensive reading activity was
worth-implementing so that the students have interest in reading.
3.2

The Materials Development
The materials were developed based on the need analysis which was

obtained from the questionnaires and teacher interview. The result of materials
development is outlined as follows.
3.2.1 The Materials
Most of the materials were based on the result of need assessment.
However, there is possibility for the researcher to include some texts which may
consider worth-reading for the student. In addition, there are four steps in
developing the materials. The steps starts from determining the topic, followed by
constructing material mapping, material selection, and designing the activities.
First of all, edutainment is all the bedrock of this product. To create such
edutainment materials, the researcher tries to make an innovation through
providing a product which is concerning about extensive reading. As previously
mentioned that extensive reading focuses on doing reading, it means that
providing lots of exercise and burdensome activities constitute unnecessary.
Therefore, the researcher tries to make something different about this product.
This product covers three main topic namely fantasy, curiosity and popularity.
Fantasy deals with legend, myth, fairy tale and so forth. Curiosity mostly provides

29

texts with unique information and raises the students’ sense of curiosity indeed.
Popularity features the description of famous persons, unknowingly well-known
places, and some popular activities occurring in certain place. After that, the
mapping of the materials is constructed in order to know what is actually laid in
each chapter. It can be seen in Table 3.1.
Topic
World of Fantasy

World of
Curiosity

World of
Popularity

Text
1. Perseus and Medusa
2. Kaguya Hime
3. The Gift
4. You Can’t Please
Anyone
5. The Twin Heroes
1. Do Fish Sleep?
2. A City without a Sun in
Papua
3. Name After Famous
People
4. Will the Earth Ever Run
Out of Water?
5. Unusual Cell-Phone
1. One Direction
2. Lionel “The Messiah”
Messi
3. Jokowi: An Inspired
Leader
4. Venezuela Never
Ending Storm
5. Mobile Phone Throwing
Championships in
Finland

Activity
Jumble sentence
W-H Question
W-H Question
Matching Picture
Crossword Puzzle

Reading Skill
Understanding
explicit
meaning

-

True and False
Find the Meaning
Matching Picture
Hidden Words
W-H Question

-

Understanding
explicit
meaning

-

Guessing a Picture
Yes and No
W-H Question
Find the Meaning
Opened Question

-

Understanding
explicit
meaning

Table 3.1 Mapping of the Supplementary Materials
After materials mapping were accomplished, the researcher chose the
materials which are suitable for students’ needs. The materials were all taken from
the internet. After materials selection process, then the researcher develop those
materials through adaptation process so that the texts are not too lengthy for the
students to read and surely match with the difficulty level of the students.
After adapting the materials, the next step focuses on designing the
reading activities. The design of the activities in this supplementary material is

30

varied in terms of the types, including True/False, Matching, Crossword Puzzle,
Hidden Words, and WH-Questions. This product also contains “Follow Up
Activity” which makes students elaborate their activity.
In addition to the process of developing the content of the supplementary
reading materials, the researcher also sets several interesting pictures and relevant
illustrations to help the students to understand the text. By doing so, the
supplementary material can be attractive in terms of the design so that the students
are more triggered to read it. Additionally, the researcher personally names his
product “CHEESE” (Cheer Up and Smile) to describe that the product will bring
joy and happiness to the learners, similarly to cheese.
3.3

Material Evaluation
Material evaluation was purposeful to get the useful data for revision of the

product. The data were taken from expert and teacher validation and materials tryout. The data from the experts were, indeed, used as consideration to developing
the material till come to a better one, whereas the data from the teacher were also
utilised to give some betterment.
3.3.1 The Result of Expert Validation
The expert who validated the product was a lecturer of State University of
Malang and she is a specialist in extensive reading and teaching English as a
second language.
To obtain feedback and comments for validation, the researcher gave a
checklist, see Appendix 4, which enables the expert to give judgement and

31

evaluation to the product based on several criteria. The results of the validation,
moreover, were explicated as follows.
The first point concerns on the presentations and variety of the product.
This part features the attractiveness of the design and layout as well. This
component is then segmented into 7 sub-components. ’Design’ is graded as
“excellent” because it is attractive to the students. „Letter’ is excellently rated
because the use of letters is already clear, appropriate, consistent, and readable.
„Typing’ obtains “good” mark because it has clear, neat and regular pattern; even
though some mistyping on the materials still existed. „Spacing’ also obtains
“excellent” score because it is appropriate and consistent. „Layout’ constitutes
“good” because it is clear and attractive to the students. „Pictures and Illustrations’
are good remarked. „Organization of the materials’ is judged to have “fair”
quality. This is because the material is not really well-organized. Accordingly, the
organization needs to be revised so that it looks more systematic and wellorganised.
The second aspect to judge is the suitability of the content. This particular
aspect is then classified into 3 sub-components. „Topics’ are judged in “good”
quality since they constitute unique and enable to attract the students’ intention of
reading and attention to read. Apart from that, the good thing about the texts used
in this supplementary material is that they are not offensive in terms of racism,
sexism, and taboo. „Language’ is scored “good” because it is suitable to the level
of students and is understandable. „Answer Key’ is categorized into “excellent”

32

because it is clear and readable. Besides, the answer key matches with the reading
exercises.
The third criterion to be evaluated is appertaining to exploitability. This
category is then split into 2 subdivisions. „Directions’ are marked “poor” because
there are many incorrect directions stated so that they bring ambiguity and
confusion. Additionally, the sentence to express the direction constitute
ineffective. The last subdivision is concerned with „Activities’ which are scored
“good.” This is because the activities in each unit are sufficient to help students to
learn independently. Since it is designed as extensive reading activity, the
activities are not too many in terms of number but still various in terms of type of
activities.
From what the expert had already been determined, the product is
categorised valid. Nevertheless, the product still needs some revision to come to
better materials before the product is tried-out.
3.3.2 The Result of Teacher Validation
Not solely gaining the feedback from the expert, the researcher also asked
valuable judgement from the teacher to give some betterment to the product. The
teacher who validated the product was an English teacher in SMP 1 Malang. She
has been teaching English for 23 years and now she actively teaches in SMP 1
Malang. For the teacher validation, there were also three major points elucidated,
those are, the content of the product; the level of difficulty of the text (the length,
the language features, and the activity); and the layout and design, see Appendix
6.

33

The first, for the content of the product, the teacher stated that generally it
had adequately met the needs of the students. The content covered various text
types and at the same time, it was able to expose students to a wide range of text
types, since the content featured mythology, legend, science, geography,
biography, report and other text-types.
The second, the teacher further described the difficulty level of the texts.
According to her, some of the texts were quite difficult for self-study in terms of
vocabulary items. Therefore, it is going to be better if the researcher revise it. In
addition, the length of the text has met adequate precision for the difficulty level
of eighth graders. Then, she stated that actually there were not going to be matter
about the length of the text, as long as the topic carried out at the text was worthreading.
The third, the teacher gave some comments dealing with layout and design.
She remarked that generally the layout was attractive. The relevant pictures to
help students understand the texts were also well-placed. The choice of the fontstyle and font-size was readable. She further commented that the size of the
product was also portable. However, it was going to be better if the researcher put
more colour therein, for the sake of attractiveness.
Regarding to the result of expert and teacher validation, revision was
undertaken. The first revision was based on the comments and feedback from the
expert and the teacher. In accordance with the result of validation, the product did
not need holistic revision, only some parts of the product needed to be revised.
Those parts would be elaborated as follows.

34

Firstly, the expert suggested to reduce the length of the text and to
harmonise the length of the text in each chapter. The idea of harmonising the
length of the text is that the texts have similar words count. As the result, the texts
provided in the product are approximately 200 words. Additionally, the expert
further advised to select uncommonly known texts in order to raise students’ sense
of curiosity.
In terms of clarity of the instruction, the expert also criticised some of the
instructions used in the exercises. Some of them were incorrectly instructed and
brought ambiguity. For instance, the previous instruction was written as follows:
“Give tick mark (√) in column ‘yes’ or ‘no’” then after being revised it became as
follows “Give a tick mark (√) in the ‘yes’ or the ‘no’ column”.
Another point that needs to be revised is the pictures. Due to the poor
quality of printer, the pictures were not well-printed so that they need to be
revised. However, generally, the pictures have already been well-placed so that
they do not need to be revised.
3.3.3 The Result of Trying Out the Product
As aforementioned in the second chapter, try-out was administered in order
to investigate the suitability and acceptability of the product directly from the
students’ viewpoint. In this study, try-out was applied to ten students of VIII C
class in SMP 1 Malang. The ten students were chose randomly by the researcher
using simple random sampling technique.

35

To obtain data from the try-out, the instrument used was questionnaire
which generally covers the following aspects: 1. Design and layout; 2. Content
suitability and exploitability; 3. Variation of text-type and exercise; and 4. Level
of difficulty. To see more clearly what are included in questionnaire, See
Appendix 6.
The first aspect that needed to be investigated from the students was design
and layout. Most of them were interesting in the design of the book. They stated
that the size of the book that is portable makes them easier to carry. In addition,
most of the students were appealed by the illustrations provided. Some of their
comments indicated that this product at least has already achieved one of the
criteria of materials which have already determined at need assessment that is the
materials should be attractively designed.
The second point of the result of the try-out was concerning about suitability
and exploitability of the content. Suitability of the content was still categorised
into two points those are topic and language features. For topic suitability, 5 of 10
students argued that the topic was suitable, 4 of 10 students stated that it was
suitable enough and only a student mentioned that the topic was less-suitable. For
language features, moreover, most of the students argued that it has been
adequately suitable for their reading competence. Furthermore, exploitability of
the content here was relating to whether or not the texts provided are able to
expand students’ knowledge as well as make students understand the target
language fluently. Based on the try-out questionnaire, it showed that most of the
students reasoned that the texts were eagerly able to expand their knowledge as
well as trigger their willingness to read it.

36

The third worth-elaborating aspect is about variation of text-types and
exercises. The result showed that criterion of variation of text-types had already
been fulfilled. In addition, the exercises provided to understand the texts were
constituted various according to the students. Some of the exercises were
interestingly and attractively trigger the students to do it. Accordingly, they came
to enjoy reading the texts.
The fourth point is dealing with the level of difficulty which covered three
general points those are the length of the text, the diction, and the exercises. For
length of the text matter, only a student who argued that some of the texts were
too long so that he quite felt bored while reading. Move to diction used in the text,
some of the students still faced difficulty dealing with the choice of words
although at the end of chapter there are glossaries. Moreover, exercises provided
in the text were still doable independently for the students.
Furthermore, the second revision was done after administering try-out of the
product. The result of questionnaire distribution at try-out phase was used as the
consideration of revision. The revision after administering try-out was
descriptively explained as follows.
The first was about the choice of font-style. At first, there were only two
kinds of font-style used in the product; those are Garamond and Feast of Flesh BB
but then some students suggested to use other various font-styles. Accordingly,
the researcher revised it and used other font-style such as Di Murphic, Bell MT,
Segoe Print and Euphemia, see Appendix 7.

37

Next, some of the students were still faced difficulty in understanding some
dictions or vocabulary items. Therefore, the researcher still changed some words
which were considered difficult. In addition, to help students to understand some
vocabulary items, eventually, the product has already been fulfilled by glossaries
at the end of each chapter. However, the glossary was still monolingual and it
made students still felt confused. Accordingly, the glossary was then revised into
bilingual one that is English-Indonesian, see Appendix 7.
3.4

Discussion
The upshot of this study was a product for Extensive Reading activity.

Based on the result of findings, this product has some strengths and weaknesses.
The strength points of this product are explicated as follows. Firstly, this product
is exclusively designed for Extensive Reading activity. It is supported by
(Bamford and Day, 1998 in ER Foundation), they asserted that when the students
read extensively, they actually read very easy and enjoyable books to build their
reading speed and fluency.
Secondly, this product provides various text-types with various topics as
well such as narrative, descriptive and expository. The texts not only provide with
various topics but also unique information. The researcher provides an example of
a text in the product which has the unique information. This example appears in
Chapter World of Curiosity page 22. The text gives explanation whether or not
fish actually sleep. The sample unit is presented as follows:

38

From the text above, it is expected to be able to motivate them to read.
Additionally, the texts about “Do Fish Sleep?” is not too long, the words only
consists of 164 words. The activities are not considered as burdensome. This
product promotes an edutainment activity. It means that any contents of this
product focus on educating students as well as entertaining them. It is in line with
Krashen (1984) that reading should be done enjoyably and students feel motivated
to read more if they fell they read well. This edutainment activity, for instance,
appears in Chapter World of Fantasy activity 5 which deals with crossword
puzzle. In doing the crossword puzzle the students answer the comprehensive

39

questions which represent educating activity and at the same time they are also
doing game as entertainment activity. The crossword puzzle consists of ten
questions which are 5 questions for cross and 5 questions for down. The
crossword puzzle can be seen as follows:

Cross
1.
2.
3.
4.
5.

The twin brothers were sent to the … house
The twin brothers were good at …
At the end, one of twin brothers became…
Lords of … were trying to kill the twin brothers
Kill (synonym)

Down
1.
2.
3.
4.
5.

Gods of Heavens honoured the twin brothers because of their … and cleverness
One of the rivers that the twin brothers safely crossed
The twin brothers escaped as a …
The twin brothers were invited to play ballgame in …
Proud (antonym)
4

1

3
2

1
3
4

5

5

Thirdly, in terms of layout and design, this product is attractive. The size of
the product is 14.5 cm x 21 cm; it means that this product is so much portable. In
addition, colours and pictures make this product more attractive and importantly
help the students easier to understand the texts. It is proven by some comments
mentioned by the students at the try-out process. One of them clarified this

40

product brings pleasure and is able to broaden their knowledge. The sample unit
was taken from activity 4 in chapter World of Fantasy as follows.

Those pictures illustrated some events happened in the story entitled “You
Can’t Please Anyone”. In this particular activity the students do the task by
determining the event based on the given picture. The pictures can help the
students determine the correct events at the same time attract them to read.
Nonetheless, several weaknesses may appear in this product of study. In
terms of the number of texts, the product consists of 16 texts. It is not adequate

41

since the students are expected to read more. However, this condition is because
of time limitation and production cost.
Another weakness is that this product is in the form of printed-media. To
some extent, the printer device affects the quality of printing. It makes some of the
pictures or illustration unclear. However, this product is an alternative medium for
the ones who do not like reading on the computer screen. In addition, not all
students have computer device as their learning medium. The researcher believes
that this product still needs improvement in terms of many aspects. However, this
product can be used as reference for the ones who are going to conduct similar
study so that in the future a better breakthrough for this product looks assured.

CHAPTER IV
CONCLUSION & SUGGESTION
This last chapter features the conclusion and several suggestions for other
educational practices related to the result of the study.
4.1

Conclusion
This study appertained to developing educational product which was

reading supplementary materials for extensive reading activity for the eighth
graders of SMP 1 Malang. The final product of the development was a module
entitled “CHESEE” for reading activity. It contains various simple text-types,
relevant illustrations, exercises, and key answers of the exercise for independent
study.
At the need assessment step, the researcher found out that most of the
students in VIII-C class in SMP 1 Malang faced difficulty in vocabulary items.
That such difficulty was worsened by the texts which were too lengthy and some
uninteresting topics laid in the commonly published coursebook. In addition, the
English teacher who was the interviewee also stated that most of her students had
problem with vocabulary. However, it can be overcome as long as the materials
provided were able to bring attraction and curiosity to them.
After administering need assessment and followed by materials
development, the materials were validated by the expert and the teacher. Both
expert and teacher generally stated that the product is worth using. It was because

42

43

most of the texts included are able to expand students’ knowledge as well as the
activities provided are not quite burdensome. The teacher, moreover, stated that it
was great to motivate the students to learn English through extensive reading
activity by providing such product. Most importantly, she further asserted that the
language used is below the students’ level of difficulty since they have to read it
independently.
At the try-out of the product phase, most of the students came to their
comfort-zone whilst reading. Most of the students were fascinated and felt curious
about the text. Once, a student mentioned that he had already been attracted only
by reading the title of the text. Another student also commented that the texts
were fun and interesting so that at the moment of reading, she did it seriously at
the same time felt comfortable. Additionally, this product promotes edutainment
activities. It means that any contents of this product focus on educating students as
well as entertaining them.
4.2

Suggestion
Based on the findings of the study, several constructive suggestions are

given to the English teacher and future researcher as follows:
Based on the strength aforementioned, the students are expected to use this
product as additional materials for extensive reading activity since the availability
of such material cannot be found either in their school library or in the market. In
addition, teachers are suggested to implement Extensive Reading activity by
utilising this product since it can help the student to read more fluent and to
expand their knowledge. In addition, referring to the weaknesses of the product

44

the teacher is highly recommended to add some texts. With advancement of the
technology nowadays, some students tend to do their reading activity in front of
their PC or notebook, hence the teachers who are able to use macromedia flash;
they may convert this product into the form of macromedia so that it can be more
attractive.
A suggestion for future researcher is that this module still needs expansion.
It is going to be much better to increase the number of the texts. This particular
product contains 16 texts with rough assumption the students are going to read
extensively once in a week. Hence, increasing the number of texts is highly
recommended so that the students can be more skilful particularly in reading.
Furthermore, this product is in the form of printed book. It may be better if
the future research can be upgraded into the form of e-book or even sort of
Macromedia Flash to attract students’ motivation in reading as well as to reduce
the production cost. With all those possibilities, extensive reading activity can be
enjoyably conducted.
In this study, the researcher implemented try-out of the product once and it
was administered to only ten students due to the limitation of time and production
cost. In order to achieve more valid qualification of the acceptability of the
product, it is worthy to try-out the product more than once and also to expand the
numbers of population in following studies.

REFERENCES
Alderson, J.C. 2000. Assessing Reading. Cambridge: Cambridge University Press.
Bamford, J and Day, R.R. 1998. Extensive Reading in the Second Language
Classroom. Cambridge: Cambridge University Press.
Bamford, J and Day, R.R. 2004. Extensive Reading Activities for Teaching
Language. Cambridge: Cambridge University Press.
Cline, F., Johnstone, C., & King, T. 2006. Focus group reactions to three
definitions of reading (as originally developed in support of NARAP goal 1).
Minneapolis, MN: National Accessible Reading Assessment Projects.
Davis, C., Jacobs, G.M., Renandy, W.A. 1997. Successful Strategies for Extensive
Reading. Singapore: SEAMEO Regional Language Centre
Goodman, K. 1970. Reading: A Psycholinguistic Guessing Game. Retrieved on
January 19th 2013 from www.cambridgejournal.org
Grellet, F. 1983. Developing Reading Skills: A Practical Guide to Reading
Comprehension Exercises. Cambridge: Cambridge University Press.
Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University
Press.
Krashen, S.D. 1982. Principles and Practice in Second Language Acquisition.
Oxford: Pergamon Press.
Krashen, S.D. 1984. Inquiries and insights. California: Alemany Press
Krashen, S.D. 1993. The Power of Reading. Oxford: Pergamon Press.
Latief, M.A. 2009. Penelitian Pengembangan. Malang: State University of
Malang Press
McKillip, J. 1987. Need Analysis: Tools for the Human Service and Education.
Applied Social Research Methods Series, Volume 10. California: Sage
Publications

45

46

McKillip, J. 1998. Need Analysis. In Bickman, L and Rog, D.J. (Eds). Handbook
of Applied Social Research Methods. California: Sage Publications
Nuttall, C. 1996. Teaching Reading Skills in a Foreign Language. Oxford:
Heinemann.
Snow, C.E. 2002. Reading for Understanding: toward a research and
development program in reading comprehension.Pittsburgh: RAND
Sweeney, S. 1993. An article entitled: The importance of reading in foreign
language teaching. Originally published in Authentically English 2, 1993.
Retrieved on February 28, 2012.
The extensive foundation’s: Guide to Extensive Reading. Taken from
www.erfoundation.org. Retrieved on March 13, 2012
Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge:
Cambridge University Press.
Tomlinson, B. 2012. Materials Development for Language Learning and
Teaching. Cambridge: Cambridge University Press
Weaver, C. 2009. Reading Process: Brief edition of reading process and practice
/ Constance Weaver. ---3rd ed. Portsmouth: Heinemann

47

Appendix 1 Reccomendation Letter

48

Appendix 2: Questionnaire for Needs Assessment
KUESIONER/ANGKET PENELITIAN UNTUK SISWA

Petunjuk Pengisian Kuesioner:
Kuesioner ini diberikan untuk pengambilan data penelitian skripsi mahasiswa Jurusan Sastra
Inggris Universitas Negeri Malang (UM) dan bertujuan untuk mengetahui kompetensi Bahasa
Inggris peserta didik SMP kelas VIII. Oleh karena itu, harap kalian mengisi instrumen ini
DENGAN JUJUR berdasarkan apa yang kalian rasakan dengan cara melingkari pilihan yang
sesuai.
Identitas Peserta Didik
Nama
Jenis Kelamin

L/P

Umur

…… Tahun

Kelas

1. Berapa lama kalian menghabiskan waktu untuk belajar Bahasa Inggris di rumah?
a. <30 menit
b. 30 menit

c. 1 jam
d. > 1 jam

2. Apakah kesulitan yang kalian hadapi saat membaca teks Bahasa Inggris? (pilihan bisa
lebih dari satu)
a. Kosakata yang sulit dimengerti
b. Teks yang terlalu panjang

c. Teks kurang menarik
d. Lainnya…

3. Gambarkan kemampuan membaca kalian dalam memahami jenis-jenis teks Bahasa
Inggris
a. Sangat baik

b. Baik

c. Sedang

d. Buruk

e. Sangat buruk

4. Jika kalian ingin membaca bacaan Bahasa Inggris, seperti legenda, mitos, fable,
orang-orang terkenal, perkembangan teknologi, serta bahasan yang unik, apakah
perpustakaan sekolah menyediakan?
a. Ya

b. Tidak

49

5. Apakah yang kalian lakukan untuk mengatasi kesulitan dalam memahami teks Bahasa
Inggris? (pilihan bisa lebih dari satu)
a. Sering membaca teks Bahasa Inggris

d. Bertanya pada Guru

b. Sering berlatih soal-soal reading

e. Lainnya (sebutkan)

c. Berdiskusi dengan teman

___________________

6. Bagaimana menurut kalian tentang materi reading yang sesuai untuk membantu kalian
dalam belajar Bahasa Inggris?
a. Teks bervariasi dan tidak terlalu panjang
b. Bahasa yang digunakan sesuai dengan kemampuan peserta didik
c. Latihan soal-soal yang beragam dan cukup
d. Desain yang menarik
e. Lainnya. (sebutkan) _________________________
7. Lingkari tema yang kalian sukai dari tipe/jenis teks di bawah ini. (pilihan bisa lebih
dari satu)
a. Deskripsi orang/idola: One Direction, Carly Rae Jepsen, Leo Messi, dll
b. Deskripsi hewan: keunikan bunglon, fakta menarik seputar Gajah, dll
c. Deskripsi tempat/bangunan: tembagapura kota yang tidak diliputi matahari, dll
d. Legenda: Timun Mas, Kaguya Hime,dll
e. Mitos: Perseus, Achilles, Thor,dll
f. Dongeng: Aladdin, Cinderella, Hansel and Gretel, The Crying Stone, dll
g. Fabel: Cat and Mouse, Dove and Ant, Si Kancil, dll
h. Lainnya. (sebutkan)____________________________
8. Menurut kalian apakah teks di bawah ini
a.
b.
c.
d.
e.

Sangat sulit dimengerti
Sulit dimengerti
Biasa-biasa saja
Mudah dimengerti
Sangat mudah dimengerti

50

Long ago, there lived a little boy named Sammy. He was obedient to his
parents, more intelligent than many other boys in his class and kind to everyone. But
that aroused jealousy in many other boys who wanted to be as loved as Sammy.
Now there was another boy named Timmy who studied in the same class as
Sammy. Unlike Sammy, he was bad at studies and always liked to play during school
hours. He liked to bully his classmates including Sammy. He always tried to put
Sammy down. But no matter what he did, Sammy was always good to Timmy.
On his eighth birthday, Sammy got a nice pen as a gift from his parents. He
brought it to school. This was a very beautiful pen and it could help Sammy write
very fast. When Timmy saw it, he was very jealous of Sammy. He asked Sammy,
"Hey, where did you get that? Did you buy it?"
"My parents gave it as a birthday gift to me." replied Sammy.
Timmy was angry and jealous because he rarely got any present from his
parents. He decided to steal Sammy's pen. During break, when everyone had gone out
from the class, Timmy opened Sammy's bag and took out his pen. Then he hid it
inside his bag.
When Sammy came back and could not find his pen, he told his class teacher
about it. After that, every student’s bag was checked. The missing pen was soon
found out of Timmy's bag and the furious teacher asked the badly behave boy.
"Now Timmy, what do you have to say about it?"
Timmy was in tears. He had nothing to say.
When Sammy saw Timmy cry, he felt pity on the boy. Sammy was not angry
to Timmy. Sammy forgave Timmy for what Timmy had already done. This opened
Timmy's eyes. He asked for forgiveness from his teacher and Sammy. From that day,
he became friends with Sammy and gradually changed himself to be as good as
Sammy. Everyone began to love Timmy and Sammy was proud of his new friend.

51

Appendix 3: Interview Guidelines for the English Teacher
INTERVIEW GUIDELINES FOR THE ENGLISH TEACHER
1. Menurut Ibu, bagaimanakah kompetensi reading siswa kelas VIII SMP Negeri 1
malang?
2. Kesulitan-kesulitan apakah yang dihadapi siswa dalam reading?
3. Apakah ibu pernah mengimplementasikan Extensive Reading?
4. Bagaimakah pendapat ibu mengenai Extensive Reading?
5. Bagaimanakah tingkat minat baca peserta didik kelas VIII SMP Negeri 1 Malang?
6. Hal-hal apakah yang mempengaruhi minat baca peserta didik?
a. Tingkat kesulitan text type
b. Bahasan yang diulas dalam text type
c. Aktivitas yang dilakukan saat reading
d. Lainnya…
7. Bagaimanakah ketersediaan materi di perpustakaan SMPN 1 Malang?
8. Menurut Ibu, apakah teks di bawah ini bisa dimengerti oleh peserta didik kelas VIII
secara mandiri?
Long ago, there lived a little boy named Sammy. He was obedient to his
parents, more intelligent than many other boys in his class and kind to everyone. But
that aroused jealousy in many other boys who wanted to be as loved as Sammy.
Now there was another boy named Timmy who studied in the same class as
Sammy. Unlike Sammy, he was bad at studies and always liked to play during school
hours. He liked to bully his classmates including Sammy. He always tried to put
Sammy down. But no matter what he did, Sammy is always good to Timmy.
On his eighth birthday, Sammy got a nice pen as a gift from his parents. He
brought it to school. This was a very beautiful pen and it could help Sammy write
very fast. When Timmy saw it, he was very jealous of Sammy. He asked Sammy,
"Hey, where did you get that? Did you buy it?"
"My parents gave it as a birthday gift to me." replied Sammy.
Timmy was angry and jealous because he rarely got any present from his
parents. He decided to steal Sammy's pen. During break, when everyone had gone out

52

from the class, Timmy opened Sammy's bag and took out his pen. Then he hid it
inside his bag.
When Sammy came back and could not find his pen, he told his class teacher
about it. After that, every student’s bag was checked. The missing pen was soon
found out of Timmy's bag and the furious teacher asked the badly behave boy.
"Now Timmy, what do you have to say about it?"
Timmy was in tears. He had nothing to say.
When Sammy saw Timmy cry, he felt pity on the boy. Sammy was not angry
to Timmy. Sammy forgave Timmy for what Timmy had already done. This opened
Timmy's eyes. He asked for forgiveness from his teacher and Sammy. From that day,
he became friends with Sammy and gradually changed himself to be as good as
Sammy. Everyone began to love Timmy and Sammy was proud of his new friend.

53

Appendix 4: Expert Validation Checklist
Expert Validation Checklist

1.

Cover Design

2.

Typing and Font

3.

Spacing

4.

Layout

5.

Organization of the
Materials

6.

Instructional
Objectives

7.

Text

8.
9.

Vocabulary

Comprehension

The cover of each chapter is
interesting
a. The typing is well-typed, neat, and
regular.
b. The font is readable in terms of the
choice and size.
The spacing is appropriate and
consistent.
The layout is clear and attractive
The organization of the materials in
the form of texts and activities are
appropriate.
a. The instructional objectives are
clear.
b. The instructional objectives are
stated appropriately.
c. The instructional objectives are
ordered appropriately.
a. The texts can develop the reading
skill.
b. The texts can be exploited into
communicative tasks.
c. The number of texts in each chapter
is sufficient.
a. The selection of vocabulary is
appropriate for the target learners
b. The chapters cover sufficient
activities related to the vocabulary use.
a. The questions are appropriate to the

Poor

Adequate

Good

Excellent

Instructions:
 Give tick mark (√) at the alternative answers which you think the best one for the
following criteria.
 The space for general comment and suggestions are provided at the last part of this
form.
No
Components
Criteria
Grading

54

Question

10. Grammar review

11. Activities

12. Directions
13. Answer key

14. Coverage of

given context.
b. The questions are helpful to develop
students’ reading skill.
c. The questions provide valuable
support to the comprehension of the
texts
d. The questions are suitable for
enjoyment activity
a. The grammar review is relevant to
the text.
b. The grammar review is appropriate
to the given context.
c. The grammar review is
representative of the underlying
grammar value.
d. The grammar review has sufficient
exercise.
e. The grammar review gives clear and
appropriate examples.
f. The examples in the grammar
review can define the concepts clearly
and adequately.
g. The language can be used as a
model of correct and meaningful
grammatical structure.
a. The activities are appropriate to the
given context.
b. The activities mirror communicative
purpose.
c. The activities integrate knowledge
and the target language.
d. The number of activities in each
chapter is sufficient.
e. The activities can interestingly
trigger the students’ motivation.
The content of the directions is clear,
understandable, and appropriate.
a. The answer keys have clear
explanation.
b. The answer keys match with the
activities.
a. The coverage of the materials is

55

materials

15.

Content of
materials

16.

Amount of
materials

relevant to the needs of students.
b. The coverage of the materials
represents the aspect of reading skills.
a. The content of the materials relates
directly to the instructional objective.
b. The content of the materials is not
offensive in term of racism and
sexism.
c. The content of the materials is
appropriate for enjoyment activity.
Each package has the same amount of
the content of the materials.

Comment/Suggestions:

March…, 2013
Validator

Dr. Arwijati Murdibjono, M.Pd., Dip. TESL
NIP. 19501104 197603 2 001

56

Appendix 5: Teacher Validation Checklist
Teacher Validation Checklist

1.

Cover Design

2.

Typing and Font

3.

Spacing

4.

Layout

5.

Organization of the
Materials

6.

Instructional
Objectives

7.

Text

8.
9.

Vocabulary

Comprehension

The cover of each chapter is
interesting
a. The typing is well-typed, neat, and
regular.
b. The font is readable in terms of the
choice and size.
The spacing is appropriate and
consistent.
The layout is clear and attractive
The organization of the materials in
the form of texts and activities are
appropriate.
a. The instructional objectives are
clear.
b. The instructional objectives are
stated appropriately.
c. The instructional objectives are
ordered appropriately.
a. The texts can develop the reading
skill.
b. The texts can be exploited into
communicative tasks.
c. The number of texts in each chapter
is sufficient.
a. The selection of vocabulary is
appropriate for the target learners
b. The chapters cover sufficient
activities related to the vocabulary use.
a. The questions are appropriate to the

Poor

Adequate

Good

Excellent

Instructions:
 Give tick mark (√) at the alternative answers which you think the best one for the
following criteria.
 The space for general comment and suggestions are provided at the last part of this
form.
No
Components
Criteria
Grading

57

Question

10. Grammar review

11. Activities

12. Directions
13. Answer key

14. Coverage of

given context.
b. The questions are helpful to develop
students’ reading skill.
c. The questions provide valuable
support to the comprehension of the
texts
d. The questions are suitable for
enjoyment activity
a. The grammar review is relevant to
the text.
b. The grammar review is appropriate
to the given context.
c. The grammar review is
representative of the underlying
grammar value.
d. The grammar review has sufficient
exercise.
e. The grammar review gives clear and
appropriate examples.
f. The examples in the grammar
review can define the concepts clearly
and adequately.
g. The language can be used as a
model of correct and meaningful
grammatical structure.
a. The activities are appropriate to the
given context.
b. The activities mirror communicative
purpose.
c. The activities integrate knowledge
and the target language.
d. The number of activities in each
chapter is sufficient.
e. The activities can interestingly
trigger the students’ motivation.
The content of the directions is clear,
understandable, and appropriate.
a. The answer keys have clear
explanation.
b. The answer keys match with the
activities.
a. The coverage of the materials is

58

materials

15.

Content of
materials

16.

Amount of
materials

relevant to the needs of students.
b. The coverage of the materials
represents the aspect of reading skills.
a. The content of the materials relates
directly to the instructional objective.
b. The content of the materials is not
offensive in term of racism and
sexism.
c. The content of the materials is
appropriate for enjoyment activity.
Each package has the same amount of
the content of the materials.

Comment/Suggestions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________

March…, 2013
Validator

Dra. Ida Kadarwati
NIP. 19620908 199003 2 006

Developing Supplementary Reading Mterials

Developing Supplementary Reading Mterials

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