[Type here]

Focusing on Product : Materials That Deal With The Reading Skill

Diajukan untuk Memenuhi Tugas pada Mata Kuliah Curriculum and Material

Development

Dosen Pengampu: Drs. Abidin, M.Pd.

Disusun Oleh Kelompok 8

Fathan Aulia PBI/4B 1182040039

Fitroh Fuadia PBI/4B 1182040042

Lidia Nurhalizah PBI/4B 1182040055

Muhammad Irfan PBI/4B 1182040073

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS TARBIYAH DAN KEGURUAN

UNIVERSITAS ISLAM NEGERI (UIN) SUNAN GUNUNG DJATI BANDUNG

2020
[Type here]

KATA PENGANTAR

Puji syukur kami panjatkan ke hadirat Allah SWT yang telah melimpahkan
rahmat serta hidayah-Nya sehingga kami bisa menyelesaikan makalah yang
berjudul “Focusing on Product : Materials That Deal With The Reading Skill” ini
tepat pada waktunya.

Adapun tujuan dari penulisan makalah ini adalah untuk memenuhi tugas
mata kuliah Curriculum and Material Development. Selain itu juga, makalah ini
bertujuan untuk memberikan wawasan kepada pembaca berserta penulis. Kami
mengucapkan terimakasih kepada Pak Abidin, selaku dosen yang telah
memberikan tugas ini sehingga dapat menambah pengetahuan serta wawasan
sesuai dengan bidang studi yang kami tekuni.

Kami menyadari, makalah yang kita susun ini masih jauh dari kata
sempurna. Oleh karena itu, kritik dan saran yang membangun akan kami
nantikan demi kesempurnaan makalah ini. Akhir kata, kami berharap semoga
makalah ini dapat memberikan manfaat maupun inspirasi terhadap pembaca.

Bandung, 31 Mei 2020

Kelompok 8
[Type here]

BAB I

INTRODUCTION

1. Background

Makalah ini dibuat bertujuan untuk membahas masalah umum, sosial,

masyarakat, atau kelembagaan. Dalam situasi yang ideal, tujuan
tersebutditentukan dengan hati-hati dengan mengkaji informasi tentang pola
penggunaan bahasa dalam berbagai ranah di masyarakat, serta dengan
mempelajari sikap kelompok dan individu terhadap bahasa Inggris dan terhadap
semua bahasa lain yang digunakan dalam keadaan tertentu. Makalah ini
berkaitan dengan dasar-dasar pembuatan silabus, yang berhubungan dengan
penjabaran filosofis, pandangan teoritis tentang bahasa dan pembelajaran yang
menjadi tujuan operasional untuk rencana instruksional.
[Type here]

BAB II

PEMBAHASAN

A. Reading
In the English teaching and learning process, there are four skills
whichare identified as paramount importance; listening, speaking,
reading and writing(Brown, 2001). Regarding to its importance of English,
the government ofIndonesia puts English as a compulsory subject for
junior high school and senior high school. In junior high school, the
students who graduate from school areexpected to communicate in
English both in oral and written form.
The ability to communicate in written English is closely related to
thereading skill, as one of the four skills of English teaching and learning
process. The ability to read opens up new knowledge and opportunities.
It enables studentsto gain information, to get some pleasure, and do
many things that are part of modern life, such as, reading newspapers,
magazines, maps and so on. That is why reading plays important roles in
teaching and learning process of English.
Grabe (2009: 14) defines reading as complex combinations of
processes. He describes those processes in ten detail processes. At the
top, reading can be seen as a rapid process in the sense of how fast a
person read materials. There are various processing skills work together
during reading, such as word recognition, meaning formation, text
comprehension, inferencing, critical evaluation and linking to the prior
knowledge. Those synchronized processes make reading as an efficient
process.

B. Principles in Teaching and Learning Reading

Reading in teaching and learning process is categorized as
receptive skill which is defined by Harmer (2001: 199) as “the way in
which people extract meaning from the discourse.” Here, the learners do
[Type here]

not need to produce any language while reading, they play a role as the
receivers, the ones who receive the message of the text and get to
understand it. According to Nuttall (2000: 30), in a reading lesson the
language is used to derive messages from texts. It means that in reading
lesson, the focus of using language is not merely on the vocabulary
orstructure and the meaning of the text become subordinate. In reading
lesson, the meaning is central and any language item learnt is incidental
benefit and therefore the students should have good strategies to
comprehend texts while there are various types of written text.
Furthermore, variety of texts derives variety of reading
performance. Several types of reading may occur as suggested by Brown
(2001: 312) which are categorized into two broad types, oral and silent
reading performances. Oral reading is occasionally for beginner and
intermediate levels because it is aimed to check pronunciation and
bottom-up processing skill, while silent reading is for advanced level of
students because it is a very authentic activity. Within the category of
silent reading, it may also be subcategorized into intensive and extensive
reading. Intensive reading focuses on the linguistic or semantic details on
a text and also be content-related reading because of subject-matter
difficulty.
In intensive reading, reader will read with concentration and a
great care to the text in order to understand exactly the meaning of it.
Unlike intensive reading, extensive reading is aimed to achieve general
understanding in reading longer texts. It often becomes a pleasure
reading or reading technical, scientific or professional materials. This type
of reading may involve two specific reading skills, scanning for details and
skimming for the essential meaning to provide global or general meaning
of the text
[Type here]

Brown (2001: 306) states that reading comprehension is a matter

of developing appropriate and efficient comprehension strategies. He
elaborates ten strategies for reading comprehension. The first strategy is
identifying the purpose in reading in order to be efficient in reading. The
readers should have clear aim why they are reading. The readers’ clear
purpose of reading will guide them to the specific information they need
and remove or throw away the unwanted information. The next strategy
is using graphemic rules and patterns to aid in bottom-up decoding. This
strategy is useful for the beginning level of students. They can make some
correspondences between spoken and written form to help them to do
bottom-up decoding. Then they can perform efficient silent reading
techniques to increase efficiency in reading

C. The materials prepare’s role

Emphasis our setting objectives according to learner’s purpose for
studying second languanges has brought about revived interest in the skill
of reading, particularly in foreign languange context where it takes on
paramount importance. But unlike the static approach of earlier times
when reading in foreign languange was ussually done trough grammar-
translation, the comminicative thrust has pushed forward the
methodological discussion through attention to both learners needs,
textual properties and recognition of the psychological and cognitive
mechanisms associated with the complex skill of reading.

D. Authentic Materials
Authentic materials had been used for language learning for
several years ago due to the rise of communicative approach. The goal of
that approach is to develop communicative competence in a real life. For
the purpose of the teaching and learning English, an authentic text is one
whose primary intent is to communicate meaning. The relevant
[Type here]

consideration here is not for whom it is written, but that there has been
an authentic communicative objective in mind.
Authentic materials are text which is not used for teaching
purposes. They contain a real language as the native speakers used in real
life communication. When they come to the language teaching and
learning, they are used in a similar way to their purpose when they are
designed for. In the teaching and learning process, they could bridge the
gap between the classroom and the real-world application.

E. The three elements

When concerned with skill in second and foreign languange
reading, the materials preparer functions as a mediator between the text
and the learner; this mediating process brings the learner in touch with
stategies for succesful reading which are utilized by efficient, mature
native-reader. Thus, the materials designer’s task is to synthesize three
disprate elementd into a compatible inter-relationship :
1. reading strategies, or a reconstructuin of what an efficient native
reader does – probably unconsciously
2. textual analysis, or an examination of a text for the organizational and
stylistic effect put there by the writer
3. second languange learner-reader characteristics.
The materials preparer tries to help the second languange learner-
reader actually experience what has been described for succcesful
reading as a kind of accomplishment whereby discourse is created in the
mind by eand of a process of reasoning.
1. Successful Reading Strategies
The designer draws on the considerable body of research into the
reading process; most significant are reports on the nature of
successful reading. To summarize tersely; good readers report using
wide variety of coping strategies from the often mentioned skimming
[Type here]

and scanning, guessing and predicting, to using internal and external

context clues to derive meaning from texts. Prominent in any account
of reading strategies is the ability of good readers quickly and possibly
unconciously fit their attack skills to their personal objectives for
readding and to particular styles of writing. In preparing materials for
the L2 learner-reader, the purpose is to recapitulate the ways in
which mature readers get meaning from print by building in skill-
giving workouts which concentrate on the process of reading itself.
Attention to reading skills can range from the format in which the
mterial is presented to actual workouts that are creadted for their
appropriateness to the particular selection at hand.
2. Features of The Text
Textual analysis is concerned with the description of discourse,
one aspect of which is work with written texts. This consist of analysis
of how sentences and paraghraphs are linked together to form larger
texts.
3. Second Languange Learner-Reader Characteristics
The materials prepare also takes into account differences in
cultural background as well as difficulty with the new languange.
Along with discourse, attention to the syntatic and lexical
characteristics of selections is vital. In fact, a number of problematic
areas are continually being manipulated :
a. The linguistic competence of learner-reader
b. The potential for cultural misunderstanding in the thematic
content of the selection
c. The element of personal background or experience to
understand the content of the selections ?
d. The degree of reading facility learner-reader posseses in their
native languange.
[Type here]

F. The designer task

An approach in which the materials preparer is corcerned with
strategies for effective readin, the nature of the reading passage, and
learners characteristics produces results which are different from those
described in the last section. The materials preparer as synthesizer pays
attention to the following :
1. WORKOUTS THAT BRING ABOUT INTERACTION WITH THE TEXT
The designer attend to the discoursal, syntactic, and lexical
features in the text and reader interaction with the text. This goal is
accomplised by developing types of workouts that facilitate
interaction primarily with the reading selection at hand.
2. PROVIDING VARIETY OF MATERIALS TO READ
A good syllabus, course, or textbook should provide learner-
readers with a variety of materials and with a variety of reading
strategis. A current, covert attitude has been expressed in this
statement : such-and-sauch student only need to read English to be
able to understand technical or scientific writing, so we will only
instruc them in how to cope with one kind of material.
3. SELECTING TEXTS APPROPRIATE FOR L2 LEARNER – READER
Although current work in reading-to-learn has concertrated on
more advanced learner-readers, there are vital needs at the other end
of the cintinuum, learnner-readers who are probably adequate
readers in their first language but are at a low-intermediate or high-
beginning level in language competence.
There are a number of reasons for utilizing the narrative in a
textsbook for lower levels. First, narratives share universally the same
kind of organizational feature, the element of chronology, making
them an easier form for the inexperienced learner-reader. Second,
the narrative seems to be a universal type of writing in all societies. In
addition, within the narrative type, there are many levels of
[Type here]

complexity, affording the designer mechanism with which to control

and structure the selections. Following the experience with narrative
texts, the learner-reader can move on to unedited, expository texts
intended for a large. The analysis of such texts focuses on a variety of
writing conventions which are typi al of expository writing and which
contrary to the structure of the narrative, are more specific.

G. A Model reading lesson:’A Moral for any age’

Strategies for developing reading skills Utilizing a modified version
of the study skills formula SQ3R ( Survey, question, read, review, recite ),
the directions call for two readings of the passage. Preparation questions
or items to look for during the first reading, the questions after the first
reading are directed at the same main points. During the second reading,
learners are guided into utilizing the organization of the writing as a
means for understanding the supporting details. Motivation is provided in
the section a note about which contains background about the author
and the passage. Following the workout section called applying
strategies, the learners are given an opportunity to reinforce the ideas of
the reading selection in talking about.

H. Features of the text

The workouts in the sections during the second reading and
applying strategies were written after a careful analysis of the textual
elements in the passage. as the first lesson in textbook which includes
thirty three such units, an effort was made to ease reader-learners into
the style of the book. Example : in during the second reading an outline of
the entire selection is given in order to emphasize the reading skill of
taking in whole paragraphs at a time.
Learners into finding the answers. Later context clue workouts will omit
the intermediate steps that appear here.
[Type here]

Although the focus in C., Locating Details, is on verb tenses, the

intent is not to include the traditional grammar exercise, but rather to
help learner grasp how a shift in tenses is used by this author to set off
the segment in which narrative unfolds. As an example of the fact that
exercises draw on the textual characteristic of the passage itself are likely
to turn up with rare types, workout E., Looking for the Asides, is the only
one of its kind to be found among the thirty-three units, on occurrence
which simply indicates that this particular stylistic device is not too widely
used by authors – but it is used.

I. Accommodating learners’ interest: working on hunches

Making decisions about reading selections to use with small,
homogeneous groups of learners who are known to them can be a
rewarding experience since in this cases the writers can put their effort
into finding passage which are tailor-made to the audience. However,
textbook writers can only rely on their intuitions regarding topics of
interest of large, heterogeneous groups.
Working on hunches, we decide to select A Moral for Any Age
because of both its qualities of timeliness and timeliness. The topic of
nuclear fission of is the burning issue of the post World War II period. At
the same time, the passage, since it tells of an event that already
constitutes twentieth-century history, cannot become out-of-date.
But will the selection be of interest to intermediate-advanced
learners of English in a variety of setting? The best effort that the
materials writers can make is to take every social indicators into account,
being careful to turn aside their own personal likes and dislikes as much
as possible.

J. Motivation for reading

[Type here]

This passage contains a narrative about the same historical

incident that Jacob Bronowski wrote about in A Moral FOR Any Age. Thus,
learners reading it following the Bronowski selection would already
possess background knowledge about the subject matter, a vital element
in reading comprehension.
1. How would you active readers’ previous knowledge of the subject
matter to create motivation for reading this selection?
2. How would you acquaint readers with the author and his
qualifications?
3. What other steps would you take as preparation for reading?
4. Is the tittle complete? Could this fact be utilized as motivation, or
would you use it later in the lesson either as an issue for discussion or in a
writing assignment?
5. What are important key words in the passage – words appear
frequently, sometimes in paraphrases, that are central to the main idea?
How would you present these key words in order to aid reading
comprehension?

K. Textual discovery procedures

As a vital aid for comprehension, skillful readers make use of
organizational and stylistic elements, although they are probably
unconscious of these textual features while reading. However, second
and foreign language readers need to be guided into conscious awareness
of how a text has been constructed – as an aid to reading. Effective
reading material provide exercises which help learner and find features
such as main and supporting ideas, words that link sentences and
paragraphs along with other characteristics of the writing itself.
1. Sharing ideas
[Type here]

Even though mature reading is an individual activity, motivation

for reading can be heightened through opportunities for talking about
stimulating ideas.
a. How would you guide an audience into further activities based on
their reading of the selection?
b. What further assignment might follow after this one?

2. Practical Applications
a. Select two or three potential passages for reading lessons that
relate to each other in terms of subject content. Try to find
selections that represent different types stylistically. For example,
selections from newspapers, popular magazines, professional
journals, textbooks, news magazines, etc by ready to justify your
selections in terms of the reading interests and abilities of a
particular audience: age, level of language competence, ESC or
EFL.
b. Using one of the passages you have selected, make a careful
analysis of the text. What organizational features lend themselves
for inclusion in a reading lesson workout? What textual features
lend themselves? For example, elements that connect sentences
or paragraphs, elements that create cohesion or unity in the text.
[Type here]

KESIMPULAN

In the English teaching and learning process, there are four skills
whichare identified as paramount importance; listening, speaking,
reading and writing(Brown, 2001). Reading in teaching and learning
process is categorized as receptive skill which is defined by Harmer (2001:
199) as “the way in which people extract meaning from the discourse.”
Emphasis our setting objectives according to learner’s purpose for
studying second languanges has brought about revived interest in the skill
of reading, particularly in foreign languange context where it takes on
paramount importance. Thus, the materials designer’s task is to
synthesize three disprate elementd into a compatible inter-relationship :
reading strategies, or a reconstructuin of what an efficient native reader
does – probably unconsciously textual analysis, or an examination of a
text for the organizational and stylistic effect put there by the writer
second languange learner-reader characteristics. Strategies for
developing reading skills Utilizing a modified version ohe study skills
formula SQ3R ( Survey, question, read, review, recite ), the directions call
for two readings of the passage.
[Type here]

REFERENCES
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. San Francisco State University.
Grabe, W. 2009. Reading in a Second Language: Moving from Theory to
Practice. Cambridge: Cambridge University Press.
Harmer, J. 2004. The Practice of English Language Teaching. England:
Pearson Education Limited.
Nuttal, C. 2000. Teaching Reading Skills in the Foreign Language. Oxford:
Macmillan Publishers Limited.
http://eprints.uny.ac.id/22513/1/Rina%20Desitarahmi%2007202244120.pdf
http://dydecytchemavino.blogspot.com/2014/04/focusing-on-product-materials-
that-deal.html