Based on the result of students’ questionnaire, interview with the students
and interview with the English teacher, the writer can conclude that the tenth grade students of SMA N 1 Klaten are having difficulties in reading English text.
They are also sufficient of authentic English text. They need to read authentic text to make them get accustomed with any informational contents that they may face
in their daily life. The activities that are given are also not varied. The students need variety of reading activities that will make them more motivated to read the
text. The topics that are going to be discussed mostly not directly related with the students’ daily life. Therefore, the writer will use this conclusion as the basic
consideration in designing the reading materials for the tenth grade students of SMA N 1 Klaten.
2. Determining competence standard, basic competence and topics
In this second steps, the writer formulated the competence standard as the goals of the lesson and also generating basic competence as the general purposes
by referring to the competence standard and basic competence in teaching reading skill for grade X students as stated in the School-based Curriculum KTSP. In
this curriculum the competence standard of teaching English for grade X students is stated as
“understand the meaning in simple functional text and short essay in daily context and use it to access science.” Meanwhile, the basic competence is
stated as “respond the meaning in short functional text either formalinformal accurately, fluently and acceptable in daily context and use it to access science in
the form of recount, narrative and procedure text.”
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The topics in this materials design was derived from the most preferred topics selected by the students. The writer selected four most preferred topics out
of the eight topics offered. Those four topics are family life, social network, green living and legend. Based on these four topics, the writer developed the reading
instructional materials based on contextual teaching learning for the tenth grade students of SMA N 1 Klaten.
3. Determining indicators
The next steps after determining the competence standard and basic competence were formulating the indicators as the learning objectives in every
meeting. These indicators were used to measure the students’ achievement on the competence standard and basic competence in each unit of the reading
instructional materials. The presentation of the indicators can be seen in the table below:
Table 4.2 Learning indicators in each unit
Unit Topic
Indicators
1 Family life
The students are able to identify the word meaning
in the context. The students are able to get
the main idea of each paragraph in a recount text.
The students are able to predict the forthcoming
story in a recount text. The students are able to
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Unit Topic
Indicators identify specific
information in a recount text.
The students are able to reflect the value in the story
with their own experience.
2 Social network
The students are able to identify the word meaning
in the context. The students are able to get
the main idea of each paragraph in a recount text.
The students are able to identify specific
information in a recount text.
The students are able to reflect the value in the story
with their own experience.
3 Legend
The students are able to identify the word meaning
in the context. The students are able to
predict the forthcoming story in a narrative text.
The students are able to identify specific
information in a narrative text.
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Unit Topic
Indicators The students are able to
describe the characters in a narrative text.
The students are able to perform a role play based
on the narrative text they have read.
4 Green living
The students are able to identify the word meaning
in the context. The students are able to
make a reflection based on the procedure text they
read. The students are able to
explore ideas on the topic being discussed.
The students are able to perform a role play based
on the topic being discussed.
4. Designing the materials
