Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools
Keywords:Text-based learning, Reading Skills, Materials development
The objectives of this research are to find out the learning needs of students of VIII grade in improving their reading skills and to develop suitable reading learning materials using a genre-based approach for students in the second semester of the middle schools. This research is categorized into research and development (R & D). The steps of this research are needs analysis, product development, evaluation by the expert, revision, and final product design. The data were in the form of quantitative data obtained using a questionnaire and qualitative in the form of open-ended questions, then the reading materials were revised based on the experts’ suggestions. This study indicated each chapter contained: chapter number and chapter title, let's start, let's learn the model, let's work together, let's create and improve, follow-up, let's reflect, let's summarize, and mini dictionary as that the appropriate supplementary reading materials concerning the text-based reading materials were successfully developed through development models, namely Define, Design, Develop, and Disseminate (Four-D Model). Finally, the developed materials are considered appropriate for the subjects of the study based on the results from the expert judgment questionnaire. The aspects of this questionnaire were content, instructional design, language, learning resources, and graphics. It can be concluded from this data that each aspect of the developed materials was considered "feasible" according to the expert.
Alfatihah, D. F. N., & Tyas, P. A. (2022). The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension. Journal of Languages and Language Teaching, 10(3), 343. https://doi.org/10.33394/jollt.v10i3.5460
Anwar, I. W., & Sailuddin, S. P. (2022). Academic Reading Difficulties in Higher Education. Journal of Languages and Language Teaching, 10(2), 309. https://doi.org/10.33394/jollt.v10i2.4849
Baiq-Sumarni, Dharma Dev Bhatta, & Kho, S. F.-C. (2022). The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction. Journal of Language and Literature Studies, 2(1), 23–32. https://doi.org/10.36312/jolls.v2i1.710
Eliata, N. M. A., & Miftakh, F. (2021). Emphasizing text structure strategy instruction to scaffold 11th grade students’ reading comprehension. Journal of Languages and Language Teaching, 9(4), 411. https://doi.org/10.33394/jollt.v9i4.3998
Feez, S. & H. Joyce. (1998). Text-based syllabus design. Sydney: National Centre for Language Teaching and Research.
Firman, E., Haerazi, H., & Dehghani, S. (2021). Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness. Journal of Language and Literature Studies, 1(2), 57–65. https://doi.org/10.36312/jolls.v1i2.613
Firdaus, M., & Mayasari, S. (2022). Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement. Journal of Languages and Language Teaching, 10(3), 380. https://doi.org/10.33394/jollt.v10i3.5311
Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9. https://doi.org/10.21093/ijeltal.v4i1.246
Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing contextual teaching and learning (CTL) approach to improve students’ reading comprehension in relation to motivation. English Review: Journal of English Education, 8(1), 139. https://doi.org/10.25134/erjee.v8i1.2011
Haerazi, H., & Nunez, J. L. (2022). Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks. Journal of Language and Literature Studies, 1(2), 75–82. https://doi.org/10.36312/jolls.v1i2.610
Han, Z. (2018). Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language. Annual Review of Applied Linguistics, 38, 162–186. https://doi.org/10.1017/S026719051800003X
Herwanis, D., Zakaria, R., Renaldi, A., & Sari, I. (2021). The Comparison Between SQ5R and Fix–Up Strategy in Reading Comprehension for EFL Secondary Level Learners. Journal of Languages and Language Teaching, 9(3), 336. https://doi.org/10.33394/jollt.v9i3.3845
Irawan, L. A., Oral Frank, T., & Dehghani, S. (2022). Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones. Journal of Language and Literature Studies, 2(1), 1–11. https://doi.org/10.36312/jolls.v2i1.669
Jupri, J., Mismardiana, Muslim, & Haerazi, H. (2022). Teaching English Using Two Stay Two Stray in Improving Students’ English Speaking Skills Integrated with Foreign Language Anxiety. Journal of Language and Literature Studies, 2(1), 33–42. https://doi.org/10.36312/jolls.v2i1.719
Kazemian, M., Irawan, L. A., & Haerazi, H. (2021). Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers’ Critical Thinking Skills. Journal of Language and Literature Studies, 1(1), 14.
Kenza Tacarraoucht, Zano, K., & Zamorano, A. (2022). Team Games-Language Learning Model in Improving Students’ Speaking and Listening Skills Viewed from Creativity. Journal of Language and Literature Studies, 2(1), 53–61. https://doi.org/10.36312/jolls.v2i1.711
Khotimah, R. P. & Masduki (2016). Improving teaching quality and problem-solving ability through contextual teaching and learning in differential equations: A lesson study approach. Journal of Research and Advances in Mathematics Education, 1 (1), 1—13.
Mardapi, D. (2008). Technical Drafting Instruments and Tests Nontes. Yogyakarta: Partner Scholar Press.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Bath: Heinemann.
Pebriantika, E., & Aristia, E. S. (2021). Teaching Reading Strategies for Eight Grade of SMPN 1 Jereweh. Journal of Languages and Language Teaching, 9(1), 24. https://doi.org/10.33394/jollt.v9i1.3042
Putri, R. D. F., Hadi, M. S., & Mutiarani, M. (2021). The Efficacy of Instagram @Gurukumrd as the Media in Improving Students Reading Skills. Journal of Languages and Language Teaching, 9(3), 350. https://doi.org/10.33394/jollt.v9i3.3795
Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021). The relationship between students’ reading attitude with the result of reading comprehension. Journal of Languages and Language Teaching, 9(4), 512. https://doi.org/10.33394/jollt.v9i4.4008
Rokhayati, T., & Alvionita, E. (2022). The Use of Online Literature Circles to Enhance the Students’ Critical Reading Skill. Journal of Languages and Language Teaching, 10(1), 94. https://doi.org/10.33394/jollt.v10i1.4079
Selim, S. M. M., & Islam, A. B. M. S. (2022). Engaged Reading: Moving from Theory to Implication for L2 Learners. Journal of Languages and Language Teaching, 10(3), 424. https://doi.org/10.33394/jollt.v10i3.5281
Syarifuddin, M., Muhlisin, M., & Thinh, V. T. (2022). Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background. Journal of Language and Literature Studies, 2(1), 12–22. https://doi.org/10.36312/jolls.v2i1.709
Teng, M. F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research, 136216882110087. https://doi.org/10.1177/13621688211008798
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Intructional evelopment for Teachers of Expectional Children Training A Sour Book. Blomington: Central for Innovation on Teaching The Handicapped.
Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University Press.
Zano, K. (2022). Breadth and Depth-Vocabulary Knowledge and Reading Comprehension in an English First Additional Language Context. Journal of Languages and Language Teaching, 10(2), 223. https://doi.org/10.33394/jollt.v10i2.4827
How to Cite
Copyright (c) 2022 Ahmad Habibi, Jupri, Sadaf Dehghani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JoLLS agree to the following terms:
- For all articles published in JoLLS, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.