Online Reading Level Analysis Essay
Based on the interpretation of results of students’ needs analysis, it can be concluded that local content-based instructional reading materials (i.e. recount texts about true experiences going to tourism spots in OKU Baturaja) were needed to be developed. It had to provide the vocabulary knowledge, text structure and language feature knowledge of recount text, and local-content knowledge. In addition, because the school was lack of computers, so that paper-based reading materials were appropriate to be implemented in the classroom. To provide interesting materials, illustrations or pictures were also included alongside reading texts.
d. Students’ Reading Level Analysis
In this analysis, Independent Reading Inventory developed by Merrit William Stark Jr. (1981) was administered to the students. The level of reading texts in the test included level 2, 3, 4, 5, and 6. The reasons of giving these reading levels were: (1) the
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There were ten recount texts constructed which were five texts as reading group assessment and five texts for reading materials. For reading group assessment, there were text 1 (level 2.8), text 2 (level 3.7), text 3 (level 4.2), text 4 (level 5.6), and text 5 (level 6), for detail see Appendix 3. This reading group assessment was used an instrument to determine the potential effect of the developed reading materials. The items in group reading assessment were in the form of multiple choices which constructed based on the aspects of reading comprehension skills (see Appendix 2). It consisted of 50 items (see Appendix 3) which was validated by experts in the terms of its content and construct. It also was tried out to the students in the field test to know its correlation with standardized test (i.e. Independent Reading Inventory developed by Merrit William Stark Jr.,
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