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C. DETERMINING INDICATORS
In the 2006 curriculum, indicators were used to check whether the basic competences had been achieved or not. The indicators were selected for each unit
in the eight units by the writer. All the presented topics should cover certain indicators. The indicators in the presented topics are stated as follows:
Table 4.3. The Indicators
Basic Competence Indicators
Read aloud word meanings, phrases and
sentences related to the environment with the
correct pronunciation, stresses, and intonations
Respond word meanings accurately and fluently in
simple functional texts related to the environment.
1. Differentiate the sound pattern 2. Produce the sound pattern correctly
3. Read the sentence with the correct pronunciation.
1. Read aloud correctly 2. Identify the information from the text.
3. Apply important vocabulary in reading the text 4. Mention useful expression related to the topic
5. Use the expression related to the topic
D. LISTING SUBJECT CONTENTS
The subject contents in this study were determined based on the needs survey, Standard competence, basic competence, topics, and indicators. Adapting
from the concept of reading from Pearson and Fielding’s generative learning quoted by Urquhart and Weir 1988:183, each unit consists of three parts. They
are pre-reading, whilst reading, post reading. Each part will be discussed as follows:
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a Pre-reading
The function of this part is to activate students’ knowledge about the text and motivate the students so they will have motivation or interest in reading. The
pre-reading activities become important because the activities can give support to the students in their attempts to deal with a series of complex tasks. In this
activity, the teacher will give a picture related to the topic to the students. Then, it will be followed by some questions to be discussed by the students.
b Whilst-reading
Whilst-reading becomes the main activity in every unit. The purpose of this activity is to develop the students’ skill in reading. Here, the students are
encouraged to be active and reflective. They have to be able to read aloud and understand the message sent by the writer in the text. This part will provide the
students with a reading passage related to the topic discussed and some questions to be discussed.
d Post reading
This part provides an opportunity for the students to develop their other skills since this part consists of communicative activities and reflection to find out
whether they are learning or not.
E. DESIGNING THE MATERIALS
The reading material was designed based on the results of needs survey and principles of Contextual Teaching Learning CTL. The designed materials
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promoted the integration of listening, speaking, reading, and writing. The materials contain eight units. The time allocation for each unit was 3 x 40 minutes
120 minutes.
F. SELECTING THE TEACHING AND LEARNING ACTIVITIES
This step was dealing with the teaching and learning activities and instructional resources that were appropriate to accomplish the basic competence
and indicator. The teaching and learning activities and instructional resources were presented in the syllabus in Appendix D.
G. EVALUATING
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