36 The result of the questionnaire gave important and useful information for
developing the supplementary reading materials. The data gave information about the problems that students faced in learning English, especially reading. It helped
the writer develop the materials to solve their problems.
b. Students’ needs based on the interview with the English teacher of SMP
Joannes Bosco.
The interview with the English teacher of SMP Joannes Bosco was conducted in order to obtain information in depth about English teaching-learning
process, especially in reading section. The teacher realized that reading is very important for the ninth grade students. It is because almost 100 material of the
National Examination is reading. Besides, reading is not only important in order to face the National Examination, but also in our daily activity because nowadays
almost everything is written in English, such as internet, books, information center, etc. That is why learning English is very important.
However, the teacher explained that most of the students learned English was not for their daily activities, but only for facing the National Examination.
That was why the teacher used bilingual English-Indonesia language when he communicates with students in class. The teacher realized that not all students
liked reading. From the result of the interview, the teacher explained that students of the ninth grade in SMP Joannes Bosco had different motivation in learning
English. There were some students who had high motivation, but there were also
37 students with low motivation in learning English. However, the point is that most
of them learned English in order to face the National Examination. The problem was, first, they did not know the vocabulary. Most of the
students were lack of vocabulary, whereas vocabulary is needed in learning a language. This information helps the writer in designing the materials to provide
the vocabulary part. The second reason is that they did not have willingness to read a long reading passage. So, sometimes students directly read the questions of
the passage without reading the passage first. Whereas, the teacher wanted the students to read the passage first, so that they are are able to understand the
passage in depth, get new vocabulary and new knowledge or information. “English on Sky”, which is published by ERLANGGA, is the text book
used by the ninth grade student of SMP Joannes Bosco. The teacher stated that using textbook was not enough in preparing students to face the National
Examination. Therefore the teacher provided other materials besides the textbook, such as providing text with interesting topics or hot issues from the internet to
make the students more excited in learning reading. The teacher suggested that the writer design supplementary materials which are appropriate to the students and
help students develop their reading skill.
2. Formulating goals, topics, and general purposes
After gathering students‟ needs through conducting the needs survey, the writer formulated the goals and general purposes of designing a set of
supplementary reading materials using task-based learning for the ninth grade
38 students of SMP Joannes Bosco. In formulating the goals and general purposes,
the writer referred to the Competence Standards and Basic Competence of 2006 curriculum. Competence standard of 2006 curriculum was adapted as the goals of
designing a set of supplementary reading materials using task-based learning for ninth grade students of SMP Joannes Bosco, and the Basic Competence was
adopted as the general purposes.
Table 4.3: The goals and general purposes of the materials
Competence Standard Basic Competence
Comprehend the meaning of written functional text and simple short essay
in procedure and report form to interact with the closest environment.
Students are able to read aloud meaningful simple short essay in
procedure and report form with acceptable pronunciation stress and
intonation, related to the closest environment.
Students are able to respond the meaning and the rhetorical steps
accurately, fluently, acceptably in various simple essays that are related to
the closest environment in procedure and report forms.
Comprehend the meaning of written functional text and simple short essay
in narrative and report forms to interact with the closest environment.
Students are able to read aloud meaningful simple short essay in
narrative and report forms with acceptable pronunciation stress and
intonation, related to the closest environment.
Students are able to respond the meaning and the rhetorical steps
accurately, fluently, and acceptably in various simple essay which is related to
closest environment in narrative and report forms.
In the Competence Standards, it is stated that there are two kinds of text; they are functional text and simple short essay. As it was supplementary material,
the writer only focused on the functional texts; procedure, narrative and report.
39 After determining the goals, the writer listed the topics for the
supplementary materials. According to the Competence Standard, there are three genres of text which are learnt by the ninth grade students, they are procedure,
narrative and report. The topics were selected based on students‟ interests as obtained from the questionnaire. One genre of text consisted of two topics, and
one unit consisted of one topic, so there were six units in this supplementary reading materials. The topics were games, food and drink, environment, culture,
animals, and tales. The writer also made a title in every unit based on the topic of each unit.
Table 4.4: the topics of the materials Unit
Genre Topic
Title
Unit 1 Procedure
Games Let‟s play together
Unit 2 Food and drink
It‟s so delicious Unit 3
Report Environment
What a beautiful beach Unit 4
Culture Indonesian Heritage
Unit 5 Narrative
Animals Long time ago
Unit 6 Tales
Once upon a time
3. Formulating learning objectives
After formulating goals, topic, and general purposes of the materials, it was needed to formulate learning objectives. The learning objectives were what
students should achieve in each unit. The topic of the first unit was about games, so it entitled
Let’s Play Together.
The genre was procedure text. In this unit, the students are expected to be able to recognize the structure of the procedure text, identify the generic
structure of the procedure text, and identify the specific information of the text.
