%0 Thesis
%9 Masters
%A Dwi Hartatiningsih, 1923042003
%B Fakultas Keguruan Ilmu Pendidikan
%D 2021
%F eprints:60849
%I Universitas Lampung
%T Developing Multicultural-Based Reading Tasks for the Eighth Grade  Students of MTs. GUPPI Kresnomulyo Ambarawa
%U http://digilib.unila.ac.id/60849/
%X Reading is one of the language skills that the students in language learning should  master. However, many students find it challenging to learn it. Hence, the researcher  tried to implement multicultural-based reading tasks in teaching reading.  The objectives of this study are (1) to describe the condition of English reading  tasks for learning reading in MTs.GUPPI Kresnomulyo and the school potential to  develop the reading tasks, (2) to examine the effectiveness of multicultural-based  reading tasks for learning reading, and (3) to explore the students’ perception of  the implementation of multicultural based reading tasks. The subjects of this  research are 27 students of class VIIIC of Madrasah Tsanawiyah MTs.GUPPI  Kresnomulyo Ambarawa, Pringsewu. The instruments used in this study are  interviews and questionnaires. The data were analyzed by using frequencies and  percentages and the Likert Scale. The research methodology employed is research  and development (R & D) Borg and Gall (2003: 569) and Sugiyono (2009:298).  The researcher adapted the framework of this study with eight steps. The product  of this research is a syllabus of multicultural-based reading tasks.  The research results show that (1) the condition of English reading tasks, mainly  which are used in MTS.GUPPI Kresnomulyo, most students did not get much  exposure to written English material for reading class. They read English only  from the material given by their English teacher. It shows that the students lacked  supplementary reading materials. The school’s potential factor in designing  reading tasks is the plurality of students in language, culture, and ethnicity in this  school. Therefore, the students want to get more sources on learning English  reading materials which based on their daily life and related to their own culture,  (2) multicultural-based reading tasks were developed by doing five steps as  follows: collecting information, developing the tasks, validating the tasks,  conducting tryout, and revising. It indicated that the tasks had met appropriateness  to be implemented. Moreover, the researcher used a close-ended questionnaire to  explore the students’ perception of implementing multicultural-based reading  tasks. The questionnaire results show that tasks are effective and beneficial for the  students to learn reading. This is proven by the result of the percentage of each  item of the questionnaire, which shows more than 70%. So, based on the result, it  is concluded that multicultural-based reading tasks have met appropriateness to be  implemented.  Keywords: Multicultural-based reading tasks, developing, perception