International Journal of Applied Linguistics & English Literature

ISSN 2200-3592 (Print), ISSN 2200-3452 (Online)

Vol. 5 No. 3; May 2016
Flourishing Creativity & Literacy
Australian International Academic Centre, Australia

Whole Language-Based English Reading Materials

Dian Erlina (Corresponding author)
Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
E-mail: dianerlina02@gmail.com

Ilza Mayuni
Universitas Negeri Jakarta, Indonesia

Sabarti Akhadiah
Universitas Negeri Jakarta, Indonesia

Received: 17-11-2015 Accepted: 30-01-2016 Advance Access Published: March 2016

Published: 01-05-2016 doi:10.7575/aiac.ijalel.v.5n.3p.46 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.5n.3p.46

Abstract
This Research and Development (R&D) aims at developing English reading materials for undergraduate EFL students
of Universitas Islam Negeri (UIN) Raden Fatah Palembang, Indonesia. Research data were obtained through
questionnaires, tests, and documents. The results of the research show that the existing materials are not relevant to the
students’ need, so there is a need for developing new materials based on whole language principles. In general, the new
developed materials are considered reliable by the experts, students, and lecturers. The materials are also effective in
improving students’ reading achievement. The final product of the materials consists of a course book entitled Whole
Language Reading (WLR) and a teacher’s manual. WLR provides rich input of reading strategies, variety of topics,
concepts, texts, activities, tasks, and evaluations. Using this book makes reading more holistic and meaningful as it
provides integration across language skills and subject areas.
Keywords: materials development, reading materials, whole language
1. Introduction
Reading is an important part of a person's English language proficiency. In the academic context, reading is considered
one of the most important skills that English as a Foreign Language (EFL) students need to acquire because the ability
to read English texts greatly affects students’ academic performance, particularly in cases where they have to read for
their own specialist subject (McDonough & Shaw, 2005, p. 5; Sidek, 2012, p. 109; Bastug, 2014, p. 931). But, reading
is a complex process (Harwood, 2010, p. 132; Hedgcock & Ferris, 2009, pp. 2-3). Readers must be able to use a variety
of reading strategies appropriately, access the meaning of vocabulary accurately, access their knowledge of English
grammar, and draw upon their background knowledge and relate it to the materials they are reading. Therefore, reading
instructors face the challenge of teaching the students the skills needed to be successful readers. Especially, they need to
develop appropriate materials for teaching reading because instructional materials serve as the basis of the language
input and language practice for the students (Richards, 2005, p. 251). Materials contain the content that students will
use to achieve learning objectives (Dick et al., 2009, p. 230). In addition, numbers of research publications in various
countries show the power of instructional materials in facilitating students in language learning (Tomlinson &
Masuhara, 2010, p. 1).
Reading instruction has been the main concern of English teaching program for undergraduate EFL students at UIN
Raden Fatah Palembang, Indonesia. However, most of the students have insufficient competence in reading English
texts. This due to ineffective reading strategies use, lack of English vocabulary and grammar knowledge, and also lack
of familiarity with the content of the texts. The concern of this study is related to the reading materials they are using. In
fact, the students are not satisfied with the existing materials, since they do not fit well within their needs and interests.
They are comprehension-based materials; texts are followed by a number of questions to test students’ comprehension,
but they do not provide students with explicit strategy training to be successful readers. Besides, they do not give
opportunities for students to deal with varied of texts, topics, and activities. Therefore, this study aims at developing
English reading materials that are relevant to the students’ needs and explicitly teach the strategies to read various texts
in English. To meet this aim, the following research questions are asked in this study.
1. What are the students’ needs related to their English reading materials?
2. What reading materials model is appropriate to be developed?
2. Theoretical Review
Research and development is a type of research that is done to bridge the gap that often occurs between educational
research and educational practice. Therefore, this type of research is often used to solve practical problems in education.
For example, it is used to develop and validate educational products and procedures, which are systematically field-
IJALEL 5(3):46-56, 2016 47
tested, evaluated, and refined until they meet specified criteria of effectiveness or quality standard (Gall et al., 2007, p.
589). The steps of this process are usually called the R&D cycle, which consists of studying research findings related to
the product to be developed, developing the product, field testing and revising the product until the product meets its
defined objectives (Borg & Gall, 1983, pp. 772-775).
According to Masuhara (as cited in Tomlinson, 2007, pp. 341-349), there are several models of second/foreign language
reading instruction that can be used as the basis for developing English reading materials. Some of them are (1) reading
comprehension-based approach, (2) language-based approach, (3) (skills/strategies-based approach), and (4) schema-
based approach. Reading comprehension-based materials emphasize students’ comprehension of the texts. In this
model, texts are followed by reading comprehension questions presented in the form of exercises or tasks to develop
reading skills. Language-based reading materials emphasize the aspects of grammar and lexis. Therefore, learning
activities begin with the elements of vocabulary and grammar of text, so the students can read fluently. Skills/strategies-
based reading materials emphasize the aspects of reading skills/strategies. The materials include learning about set of
skills/strategies for developing reading skills. Schema-based reading materials give emphasis on the importance of
knowledge/experience gained from the texts compared to similar knowledge/experience in students’ memory.
Therefore, learning begins with the presentation of several activities to activate students’ background
knowledge/experience related to the text.
In addition to those models above, whole language-based instruction can also be applied in developing reading
materials. Whole language approach has been considered in language teaching program in western countries since
1980s. Weaver (1990, p. 3) and Taylor (2007, p. 3) emphasize that whole language is a teaching philosophy. Kenneth
Goodman (2005, p. 1) states that whole language is a way of bringing together the views of language, learning, students
and teachers as the basis for the practice of language learning. Whole language regards language as a whole. The
wholeness of language implies that language is not the sum of its many dissectible and discrete parts (Brown, 2007, p.
54). Language is taught in an integrated and interdisciplinary learning. not fragmented into skills, in authentic literacy
events, reading and writing experiences permeate the whole curriculum, and learning within the classroom is integrated
with the real life of the students (Weaver, 1990, p. 6). In other words, integration in whole language concept refers to
integration of the language arts as well as integration of the language arts across the curriculum (Routman, 1991, p.
276). Integration of learning across subject areas can be done naturally by using a thematic unit. A thematic unit is a
method of organizing instructional time and materials around a topic for integrating contents (Eisele, 1991, p. 53). The
relationships among the disciplines or subject areas must be meaningful and natural. Concepts identified are not only
related to the topic but are important for the students (Routman, 1991, p. 277).
Several studies have shown the effectiveness of the application of whole language principles in teaching English as a
foreign language at primary, secondary, and higher education (Wang, 2011, p. 11). Moghadam states that the
implementation of an integrated learning can help students develop communicative competence and increase awareness
for the study (2011, p. 1652). Qiang et al., also proves that the best way to improve students’ foreign language
acquisition is through reading, listening, writing, and speaking English holistically (2008, p. 45). Moreover, Alhaddad
reports that the application of the whole language principles in teaching reading can increase students' independence in
learning, improve students’ higher order thinking skills and ability to work collaboratively (2014, p. 418).
Generally, those studies indicate that students get more benefits from whole language-based learning. Whole language
keeps language whole and real. Students learn better and easier when surrounded by real language. Integrating language
skills and content in language program puts language into a larger and more meaningful context. Integrated reading
instruction is also applicable for university education courses. Through integrated instruction, students become
cognitively engaged in language and content and also actively involved in rich and meaningful learning activities. For
example, the students involve in reading the text, discussing the content, note-taking and discussing the usage of words
and grammatical items in the text, summary writing and presenting it in class discussion, etc. With the blend of
language skills and content in reading program, language takes its rightful function as a tool for communication and
expression of thought. As the students’ knowledge of content grows, their vocabulary and linguistic forms also grow
with it. Therefore, this study aims at developing integrated English reading materials to enrich learning and make
reading more meaningful and useful for the students.
Figure 1 below shows the integration of learning in English reading materials based on the concept of whole language.

Figure 1. Integration of Learning in Whole Language-Based English Reading Materials

IJALEL 5(3):46-56, 2016 48
The integration occurs through the implementation of several strategies of teaching reading and use of English in some
subject areas (Science, Social Studies, Mathematics, Islamic Studies, and Literature).
3. Methodology
3.1 Participants
100 students from four different Reading IV classes of English Education Study Program at UIN Raden Fatah
Palembang and 3 reading instructors participated in filling out the questionnaire for need analysis of English reading
materials. 15 students and 3 reading instructors participated in small group field testing of new developed materials. 32
students and 2 reading instructors participated in large group field testing. 68 students (34 in control group and 34 in
treatment group) and 1 reading instructor participated in the experiment to test the effectiveness of the new developed
materials in improving students’ reading achievement. They were second-year learners and instructed by an English
lecturer who had at least 3 years of experience in teaching reading. All the participants were native Indonesian-speaking
learners.
3.2 Data Collection
Related to the needs analysis of reading materials and reliability of existing reading materials used in Reading IV
classes, three sets of questionnaire were administered. The first was consisting of 100 questions related to necessities
and wants; what must be learned in reading IV class and what do the learners wish to learn?. The second was consisting
of 30 questions related to lacks; what do the learners lack? The third was consisting of 36 questions related to
evaluation of existing reading materials. These three sets of questionnaire were completed by 100 students and 3
reading instructor. In relation to students’ and instructors’ perceptions toward new developed reading materials, a set of
questionnaire of 50 questions was completed by 32 students and 2 reading instructors who were willing to implement
the new developed materials in their Reading IV classes for large group field testing. The questionnaires were measured
on a five-point Likert type scale. Then, expert judgments toward the new developed materials were done by 2 experts
who had the qualification and experience in materials development. Tests (pretest and posttest) of 50 reading
comprehension questions were administered to obtain data on students’ reading achievement after the treatment and
cloze test of 80 questions was given to 32 students who participated in large group field testing to figure out the
readability level of the texts. Documents review was also used in analyzing the syllabus and the existing English
reading materials that currently used in Reading IV classes.
3.3 Procedures
Product development in this study was conducted through the implementation of educational research and development
stages or the procedural model (R&D cycle) by Borg & Gall (1983, pp. 772-775) and the framework for teaching
materials writing by Jolly & Bolitho (2011, pp. 112-113). The stages in developing the product are as follows:
First, preliminary study (January–May 2013), which consists of (1) conducting a literature review, (2) reviewing the
English reading materials that are currently used, (3) conducting need analysis of English reading materials, and (4)
developing preliminary form of product.
Second, development of the product (June-November 2013), which includes (1) determining learning objectives, (2)
determining the themes, (3) collecting texts, (4) selecting texts, (5) organizing texts, (6) developing learning activities,
(7) developing tasks and evaluation, (8) illustrations and typographical arrangement, and (9) developing draft of
syllabus and teaching materials.
Third, validation, evaluation, and revision of the product (December 2013-January 2015), which consists of (1) experts
judgments of the product, (2) the first phase revision of the product as suggested by the experts, (3) field testing of the
product to small group, (4) the second phase revision of the product as suggested by small group-test results, and (5)
field testing of the product to large group through experimental design using one-shot case study, (6) the third phase
revision of the product as suggested by large group-test results, (7) readability test, through readability formulas (Flesch
Readability East) and reader response (cloze test), (8) users’ perceptions test through a set of questionnaire distributed
to students and instructors who participated in the large group field testing to determine their experience and
perceptions toward the product, (9) final product revision, and (10) effectiveness testing of the product through
experimental design using pretest-posttest control group design to assess the impact of using the product on students’
reading achievement.
3.4 Data Analysis
Data from questionnaires were collected from the rating scales and the categorical items in simple tally and presented in
the form of frequency tables to show the percentages of cases in each scale and category. All responses and comments
to the open questions were reviewed and grouped into some meaningful categories as they provide useful information
for revising the product.
To determine the readability level of the texts used in new developed reading materials, the following are the categories
of readability level and reader grade level according to Flesch Readability East Formula and Flesch-Kincaid Grade
Level.
Score
90-100 very easy
80-90 easy
IJALEL 5(3):46-56, 2016 49
70-80 fairly easy
60-70 normal
50-60 fairly difficult
30-50 difficult
00-30 very difficult
Scores between 90.0 and 100.0, considered easily understandable by 5th grader.
Scores between 60.0 and 70.0, considered easily understood by 8th & 9th graders.
Scores between 0.0 and 30.0, considered easily understood by college graduates
Then, in effectiveness testing of the new developed reading materials, independent sample t-test was used to compare
students’ reading comprehension scores, both in control and experimental groups. A significant difference is found
when the significant value is lower than .05.
4. Findings
4.1 Answer to the first research question
The students required reading materials that provide explanation of (1) variety of reading strategies and guidelines in
applying the strategies, tasks associated with the use of each of the strategies in a pre-reading activities, whilst reading
activities, and post reading activities, (2) various types and genres of texts such as informative, exposition, procedural,
descriptive, argumentative, narrative, and persuasive texts, and various genres of texts, particularly academic essays,
newspapers, magazines, short stories, biographies, poems, and play scripts. (3) various text topics, which are important
and closer to their daily lives, especially the topics of environment, water, human body, health, electricity, pollution,
plants, garbage, air, soil, disaster or natural phenomena, (4) learning activities, which are closely related to their
difficulties in reading English texts. Activities include a variety of exercises needed to perform scanning, skimming,
drawing conclusions, developing vocabulary related to the text, presenting what is learned from a text, synthesizing
information from a text, summarizing information from a text, predicting a text, applying information learned from a
text, develop grammatical knowledge related to the text, drawing conclusions from the images or illustrations in the
text, guessing the meaning of words or phrases based on the context, finding topics, main idea and supporting ideas,
previewing text, paraphrasing a sentence or paragraph in the text, identifying the author's purpose, making connections
in reading a text, criticizing author’s opinion in a text, using a graphic organizer to represent the relationship among
key ideas in a text, identifying author’s viewpoints, generating questions about the text, identifying text structure and
discourse markers in a text.
4.2 Answer to the second research question
Based on the results of need analysis, whole language-based English reading materials are appropriate to develop.
Language is kept whole, not fragmented into skill, so these materials integrate reading, writing, listening, speaking,
vocabulary, and grammar learning in its learning activities. English is taught by using content from other disciplines.
Each unit of this book provides a number of authentic texts related to Science, Social Studies, Mathematics, Islamic
Studies, and Literature with a central theme and concept.
Whole language-based English reading materials developed in this study has several characteristics as follows. First,
integrated learning, it means that the teaching of reading give emphasis on the meaningful whole language activities
including listening, speaking, writing activities, and consideration to the study of vocabulary and grammatical items,
and the content of the texts in multiple subject areas. Second, thematic, it means that the organization of materials and
learning activities in each learning unit is based on a series of English text associated with a theme or concept to be
developed. Third, authentic, English texts used are the original texts or written for the actual purposes, not intentionally
written for the sake of teaching the language, vocabulary and linguistic structures are not simplified to introduce the
reality of actual language usage. Fourth, contextual, it means that reading instruction emphasizes students’
comprehension toward texts in a comprehensive manner by associating the information in the text in students’ real-life
experience. Based on the principle of whole language, language learning becomes easier when it is real, relevant, and be
in the context of its use. Fifth, collaborative, the learning process always involves students in activities to share, discuss,
and cooperate in building their knowledge and skills. Collaborative learning can help students of all levels of reading
ability to enjoy reading.
The results of expert judgments showed that the new developed materials were considered reliable by the experts (mean
score 3.46) in terms of the ten aspects of assessment, namely (1) the purpose and concept, (2) texts presented, (3)
information presented, (4) materials organization, (5) exercises presented, (6) evaluation, (7) language use, (8)
typographical arrangement, (9) illustration, and (10) supplemental materials. However, there were some items required
some revisions such as clarity of information about source of texts, image/photo used in the texts, and availability of
tests and other evaluation types. Comments and suggestions given by the experts were also considered in revising the
materials.
The readability test results showed that the average Flesch Readability East score was 57.2. This score indicates that the
readability of the texts was at a level of fairly difficult. Referring to the Flesch-Kincaid Grade Level, those texts were
suitable for college-level readers (Bravos, 2010). In addition, the results of the cloze test showed that the students’ mean
IJALEL 5(3):46-56, 2016 50
score was 64.07. This score showed that the texts were at instructional level or suitable for instructional purpose (good
for learning at instructional level) (Nation, 2009, p. 84).
The students’ and instructors’ perceptions toward new developed reading materials were good. The mean score of
students’ perception was 3.83 and the mean score of instructors’ perception was 3.79. However, there were some
suggestions or inputs given by the instructors and students for revising the materials. After a series of research and
development process, starting from the preliminary stage, development stage, as well as validation, evaluation, and
revision of the product, whole language-based English reading materials were considered final and can be used in. The
physical structure of reading materials entitled Whole Language Reading (WLR) was illustrated in Figure 2.

Figure 2. The Structure of Whole Language-Based English Reading Materials

Whole Language Reading (WLR) consists of seven units. Each unit has a central theme, five reading texts, and numbers
of activities, tasks, and evaluations. Activities are divided into three parts; lead-in activities, reading activities, and
follow up-activities. Lead-in activities start with some pictures, followed by pre-reading questions to introduce the
topic, generate interest, and activate students’ schema. Reading activities begin with the explanation of reading
strategies, followed by explanation of vocabulary and grammatical items, and some practices to develop students’
reading skills. Follow-up activities consist of some reinforcement activities about the concept developed in each unit.
This book is accompanied by a teacher’s manual to guide the teacher in using it. Evaluations consist of reading test and
home support project. The contents of Whole Language Reading (WLR) can be seen in Table 1 below.

Table 1. The Contents of Whole Language-Based English Reading Materials

CONTENTS
Concepts Objectives Skills & Materials Linguistic Pages
Features
Unit 1 - WATER
Save Water The students are READING: VOCABULARY 1-32
Can Save able to: Reading the following texts: Measurement
Life  Preview a text  Science Unit Words
 Identify The Science of Water: Nature’s
keywords Most Important Nutrient GRAMMAR
Modal Verbs
IJALEL 5(3):46-56, 2016 51
 Make  Mathematics
predictions How to Calculate How Much
about a text Water to Drink Daily?
 Generate  Social Studies
questions Water Scarcity in Africa
about a text  Islamic Studies
How Islam Could Help Fight
Water Scarcity
 Literature
How to Read a Poem?
Poems “Save Water Save Life”
LISTENING:
Listening to the speakers in the
video “A Pleasant and Water
Efficient Day", partner’s response,
other students’ comments
SPEAKING:
Telling, discussing, presenting ideas,
asking/answering questions,
asking/giving comments, reciting
surah, presenting poems
WRITING:
Writing answers, main points,
conclusions, paragraphs, and reading
reports
Unit 2 - TREES
Save Trees The students are READING: VOCABULARY 33-61
Because able to: Reading the following texts: Multiple
They Give  Skim a text  Science Meaning Words
Us Many using Trees & Their Benefits
Benefits introductory  Social Studies GRAMMAR
and Social Function of Trees Phrasal Verbs
concluding  Mathematics
paragraphs How Many Trees Are Really
 Skim a text Saved through Paperless
using section Statement?
headings  Islamic Studies
 Skim a text Going Green: Not New in Islam
using the first  Literature
line of each Folklore:
paragraph Tree of Life: The Coconut Palm
LISTENING:
Listening to the speakers in the
video “Save as WWF, Save a Tree”
& “Wedding Couples Plant Trees in
West Java, Indonesia”, partner’s
response, students’ comments
SPEAKING:
Telling, discussing, presenting ideas,
asking and answering questions,
asking/giving comments
WRITING:
Writing answers, main points,
conclusions, short essays, and
reading reports
Unit 3 - ELECTRICITY
Save The students are READING: VOCABULARY 62-87
Electricity able to: Reading the following texts: Synonyms &
Can Save  Scan a text for  Science Antonyms
Energy specific What Is Electricity?
information  Islamic Studies GRAMMAR
 Scan a table Islamic Prophecies: Electric Light Relative Clauses
for specific Bulbs
information  Social Studies
IJALEL 5(3):46-56, 2016 52
 Make Benjamin Franklin, the Father of
connections in Electricity
reading a text  Mathematics
How Much Electricity Am I
Using?
 Literature
Short Stories “A Day without
Electricity”
LISTENING:
Listening to the speakers in the
video “Top 10 Ways to Save
Electricity at Home", partner’s
response, other students’ comments
SPEAKING:
Telling, discussing, presenting ideas,
asking/answering questions, and
asking/giving comments
WRITING:
Writing answers, main points,
conclusions, and reading reports
Unit 4 – SOLID WASTE
Reduce, The students are READING: VOCABULARY 88 - 118
Reuse, & able to: Reading the following texts: Verb Prefixes
Recycle:  Identify text  Mathematics with Specific
Alternatives structures Garbage: Indonesia Produces 500 Meanings
for Waste  Identify signal Million Liters Per Day
Manage- words  Social Studies GRAMMAR
ment  Use graphic What Are the Effect of Poor Waste Adjective Ending
organizer to Management? in -ing and -ed
represent the  Science
relationship Three Rs – Reduce, Reuse,
among key Recycle
ideas  Islamic Studies
 Make Why Don’t Muslim Families
inference Recycle?
from  Literature
a play script Play script “A Day in The Life of a
Waste Picker”
LISTENING:
Listening to the speakers in the
video “What Can I Recycle?,
partner’s response, other students’
comments
SPEAKING:
Telling, discussing, presenting ideas,
asking and answering questions,
asking/giving comments , and
performing play script
“A Day in The Life of a Waste
Picker”
WRITING:
Writing answers, main points,
conclusions, and reading reports
Unit 5 – HEALTHY BODY
Healthy The students are READING: VOCABULARY 119 - 155
Body able to: Reading the following texts: Mathematical
Requires  Guess the  Science Operation Words
Healthy meaning of Top 10 Most Important Body
Habits unfamiliar Organs GRAMMAR
words from  Mathematics Transition
context How Many Calories Do You Signals
 Find the topic, Need?: Calculate
main idea, Your Metabolic Rate
and  Social Studies
IJALEL 5(3):46-56, 2016 53
supporting The Importance of Social
details of Interaction to Human Health
a paragraph  Islamic Studies
 Paraphrase Health Guidelines from Quran and
information in Sunnah
a text  Literature
 Map a story Story “Health Vs Wealth”
using graphic LISTENING:
organizer Listening to the speakers in the
video “How to Live With a Healthy
Body and Mind", partner’s response,
other students’ comments
SPEAKING:
Telling, discussing, presenting ideas,
asking and answering questions,
asking/giving comments
WRITING:
Writing answers, main points,
conclusions, tips for healthy living,
and reading reports
Unit 6 – ENVIRONMENTAL POLLUTION
Stop The students are READING: VOCABULARY 156 -186
Pollution to able to: Reading the following texts: Noun Suffixes
Save Our  Make  Science
Environ- inference 7 Kinds of Environmental GRAMMAR
ment from a text, Pollution Passive
picture, and  Social Studies Sentences
review Most Polluted Cities in the World
 Identify the  Literature
author’s Book Review “A River Ran Wild”
viewpoint  Mathematics
 Identify the How Much Air Pollution Comes
author’s from Car?
purpose  Islamic Studies
How Islam Protects Environment
LISTENING:
Listening to the speakers in the
video “Pollution (Land, Air and
Water Pollution", partner’s response,
other students’ comments
SPEAKING:
Telling, discussing, presenting ideas,
asking and answering questions,
asking/giving comments
WRITING:
Writing answers, main points,
conclusions, and reading reports
Unit 7 – NATURAL DISASTERS
Gain More The students are READING: VOCABULARY 187 - 226
Knowledge able to: Reading the following texts: Adjective
of Natural  Summarize  Science Suffixes
Disasters, information What Is a Natural Disaster?
They Could from a text  Social Studies GRAMMAR
Happen  Synthesize Helping Children after Natural Conditional
Anywhere information Disasters: Information for Parents Statements
Around the from a text and Teachers (If Statements)
World  Criticize  Literature
author’s Post-Tsunami Storytelling in
opinion in a Indonesia
text  Mathematics
House Damaged in a Natural
Disaster? Claim Your Loss!
 Islamic Studies
Understand Islam: Natural
IJALEL 5(3):46-56, 2016 54
Disasters or Divine Punishment in
Islam?
LISTENING:
Listening to the speakers in the
video “Education for Disaster
Preparedness" - “Pray for Indonesia
Wasior Mentawai Merapi Disasters”
partner’s response, other students’
comments
SPEAKING:
Telling, discussing, presenting ideas,
asking and answering questions,
asking/giving comments, and
describing pictures of “Wasior
Mentawai Merapi Disasters”
WRITING:
Writing answers, main points,
conclusions, stories, and reading
reports

The results of effectiveness testing of reading materials through experimental design using pretest-posttest control
group design were summarized in table 2.

Table 2. The Results of Independence Samples Test

Reading Materials Independent Samples T-Test
Whole Language Reading T Df Sig. (2-tailed)
materials & currently used -4.051 66 0.000
reading materials

As table 1 demonstrates, there was a significant difference on students’ reading achievement between those who were
taught using Whole Language Reading materials and those who were taught by using the currently used materials. This
was indicated by the result of independent t-test, the significance value of .000. This is smaller than .05, therefore, it can
be concluded that Whole Language Reading materials were effective in improving students’ English reading
achievements.
6. Discussion
How are the key features of whole language applied in teaching reading in this Whole Language Reading materials.
First, it emphasis on the comprehension of the whole passage, at the same time, gives consideration to the study of
grammar, vocabulary, and content. Second, students are encouraged to integrate oral and written English in learning
activities by discussing and writing frequently about the texts they read. Through these activities, they can improve their
language skills. Third, students are encouraged to read different texts in Religion, Literature, Mathematics, Science,
Social Studies, etc. as language (English) does not exist in a vacuum, but exists in all aspects of human life. Fourth,
teacher makes full use of contexts to cultivate students’ language ability by providing more chances for the students to
do some contextual comprehension practice by questioning, predicting, discussing, analyzing the text, etc. Fifth,
students cannot be assessed by using tests as the only criteria to measure their reading achievement. Teacher should also
evaluate students’ homework and reading reports. Sixth, students are encouraged to work collaboratively on their tasks
and projects. Teacher creates a good learning atmosphere in which students have the opportunity to state their own
views, to hear from others, to discuss their ideas, and to hone their argumentative skills. This can form a lively
environment of language learning.
Whole Language Reading (WLR) materials have some strengths and limitations. Here are some of the strengths. First,
WLR is designed to help students improve their reading comprehension skills and higher order thinking skills needed to
achieve a college-level reading proficiency. WLR is also appropriate for helping students develop their knowledge of
other disciplines because it integrates content across the subject areas. Second, WLR gives emphasis on the
comprehension of the whole passage, and at the same time, gives consideration to the study of grammar, vocabulary,
and content. Third, students are encouraged to integrate oral and written English by discussing and writing frequently
about the texts they read. Through these activities, they can improve their language skills. Fourth, WLR makes full use
of contexts to cultivate students’ language ability by providing more chances for the students to do some contextual
comprehension practice by questioning, predicting, discussing, analyzing the text, etc. Fifth, students are encouraged to
work collaboratively on their tasks and projects. This creates a good learning atmosphere in which students have the
opportunity to state their own views, to hear from others, to discuss their ideas, and to hone their argumentative skills.
IJALEL 5(3):46-56, 2016 55
This can form a lively environment of language learning. This study also has several limitations. First, not all the
findings of need analysis can be accommodated in WLR. For example, not all the topics required by the students can be
presented in WLR. Second, in this study, the researcher did not examine the effectiveness of WLR in improving
students' ability in other language skills such as listening, speaking, or writing.
7. Conclusion, Implication, and Suggestions
7.1 Conclusion
The final product of the materials consists of a course book entitled Whole Language Reading (WLR) and a teacher’s
manual. Whole Language Reading provides rich input of reading strategies, variety of topics, concepts, texts, activities,
tasks, and evaluations. Using this book makes reading more holistic and meaningful as it provides integration across
language skills and subject areas.

7.2 Implication
Whole language-based English reading materials emphasizes the function of language as a tool in all aspects of human
life. Therefore, one of the relevant models of reading instruction is integrated reading (reading across subject areas).
7.3 Suggestions
Educational institutions need to provide a rich learning environment with a variety of reading sources, print and digital
to provide opportunities for students to choose and determine reading materials that suit their needs. WLR developed in
this study can be redeveloped using the content of other disciplines. Other researchers can develop other instructional
materials based on the principles of whole language. For example, the development of whole language-based English
writing materials as whole language concerns about how students learn oral and written language.

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