Writing the Course Grid

result of the analysis of the students’ needs and characteristics. They are I Want to Know, Share Experiences, and Fun with Story. The process of writing the Course Grid used the consideration of the steps in designing materials that is based on Tomlinson theory that involves various steps. They consist of identification, exploration, contextual, pedagogical realization, and physical production. Identification was regarded by the writer to create the creation reading materials based on the eighth grade students of SMPN 1 Tanjungsari needs. Exploration was for determining suitable texts of Descriptive, Recount and Narrative which are based on the syllabus for the eighth grade students of the school. Using Exploration, the relation of the tourism aspect to the texts was also watched by the writer. Suitable ideas, contexts or texts with which to work were called Contextual Realization. Pedagogical Realisation of materials could be principled for creating appropriate exercises and activities and the writing of appropriate instruction for use. Physical Production of the materials was to consider the layout, size, visuals, reproduction, tape length etc. The main material is designed and presented in four stages based on the steps of Feez and Joyce 1998. The stages are Building the Context BC, Modelling and Deconstructing the Text MDT, Joint construction of the Text JCOT, and Independent Construction of the Text ICOT. The following is the description of the course grid. The Course Grid was arranged in the stages as follows, a. Unit 1 1. Text Descriptive text 2. Standard Competency Understand the meaning of and identify Descriptive text that is related to surrounding environment. 3. Basic Competence 1. Reading aloud Descriptive text with correct pronunciation, pressure and intonation, that are related to surrounding environment. 2. Respond the meaning of Descriptive text accurately, fluency, and acceptably that are related to suurounding environment. 3. Title of Unit 1 I WANT TO KNOW 4. Topics of the text  Pets  Nice nature in a certain place  Favourite person  Favourite city 5. Grammar  Simple Present Tense  Present Passive Voice  Modal Present 6. Vocabulary  Parts of pets’ body  Characteristics of the pets, favourite person or city and other knowledge 7. Indicators  Students can understand detail information in Descriptive text.  Students can searh a text for particular words  Students can work out of the meaning of unknown words from the context  Students can find information in Descriptive text 8. Activities Through them, the students: Building the Context  Study some illustrating pictures for Descriptive texts and some activities to know the Descriptive text with teacher’s guidance.  Find the meaning of the words or vocabulary that are related to understand the text Modelling and Deconstructing the Text  Understand the teacher’s explanations about the model or the example of Descriptive text.  Understand the example or model of Descriptive text and the features of the text.  Read aloud and understand the meaning of the text.  Discuss the features of the text.  Know and learn the grammer zone related to the text.  Enrich vocabulary. Joint Construction of the Text  Arrange the generic structure of Descriptive text.  Find vocabulary to understand te meaning of the text.  Read aloud and understand the passages.  Find answers of some questions related to the passages.  Identify the grammar of the text, Independent Construction of the Text  Complete the paragraphs of Descriptive text.  Complete sentences for describing.  Understand the questions and the meaning of the text.  Do various tests of reading such as multiple choices, matching, true or false, etc. Figure D. Course Grid Unit 1 b. Unit 2 1. Text Recount 2. Standard Competency Understand the meaning of and identify Recount text that is related to surrounding environment. 3. Basic Competences  Reading aloud Recount text with correct pronunciation, pressure and intonation that are related to surrounding environment.  Respond the meaning of Recount text accurately, fluency and acceptably that are related to surrounding environment. 4. Unit title SHARE EXPERIENCES 5. Topics of the texts  Great experiences.  Camping. 6. Grammar  Simple Past Tense  Past Passive Voice  Modal Past 7. Vocabulary  Holiday,  trip,  activities on holiday,  events, some feelings to expressthe events. 8. Indicators  Students can identify the main point of a paragraph.  Studens can follow the order of events in a Recount text.  Students can work out the meaning of unknown words from the context.  Students can find information in Recount text. 9. Activities Through them, the students: Building the Context  Study and understand some illustrating pictures for Recount text and some activities to know the Recount text with teachers’ guidance.  Find the meaning of the words or vocabulary that is related to know the text. Modelling and Deconstructing the Text  Understand the teacher’s explanation about the model or the example of Recount text.  Know the model or example of Recount text and the features of the text.  Read aloud and understand the meaning of the text.  Discuss the features of the recount text.  Understand the grammar zone related to the text with the teacher’s guidance.  Enrich vocabulary. Joint Construction of the Text  Arrange the generic structure of Recount text.  Find vocabulary to understand the meaning of Recunt texts.  Read aloud and understanding the passages.  Find answers of some questions related to the passages.  Identify the grammar of the text. Independent of the Text  Complete paragraphs of Recount texts.  Complete sentences to tell the past events.  Understand the questions and the meaning of the texts.  Do various tests of reading such as multiple choices, matching, true or false, etc. Figure E. Course Grid Unit 2 c. Unit 3 10. Text Narrative. 11. Standard Competency Understand the meaning of and identify Narrative text that is related to surrounding environment. 12. Basic Competences  Reading aloud Narrative text with correct pronunciation, pressure and intonation that are related to surrounding environment.  Respond the meaning of Narrative text accurately, fluency and acceptably that are related to surrounding environment. 13. Unit title FUN WITH STORY 14. Topics of the texts  Fable.  Folktale. 15. Grammar  Simple Past Tense  Past Passive Voice  Modal Past 16. Vocabulary  Characteristics of the characters  Moral value  Prolems conflicts  Solution 17. Indicators  Students can skim a text to get a general idea of what it is about.  Studens can identify the main point in a paragraph.  Students can identify the topic of each paragraph within a text.  Students can skim a text and identify the main point. 18. Activities Through them, the students: Building the Context  Study and understand some illustrating pictures for Narrative text and some activities to know the Narrative text with teachers’ guidance.  Find the meaning of the words or vocabulary that is related to know the text. Modelling and Deconstructing the Text  Understand the teacher’s explanation about the model or the example of Narrative text.  Know the model or example of Narrative text and the features of the text.  Read aloud and understand the meaning of the text.  Discuss the features of the Narrative text.  Understand the grammar zone related to the text with the teacher’s guidance.  Enrich vocabulary. Joint Construction of the Text  Arrange the generic structure of Narrative text.  Find vocabulary to understand the meaning of Narrative texts.  Read aloud and understanding the passages.  Find answers of some questions related to the passages.  Identify the grammar of the text. Independent of the Text  Complete paragraphs of Narrative texts.  Complete sentences to tell the past events.  Understand the questions and the meaning of the texts.  Do various tests of reading such as multiple choices, matching, true or false, etc. Figure F. course Grid Unit 3

3. Writing the First Draft of Reading Materials

a. The Framework of the Designed Materials In designing the reading materials, the writer applied the course grid which had been designed before. The process of writing the reading materials was designed based on Tomlinson theory that it involves various steps. They consist of identification, exploration, contextual, pedagogical realization, and physical production. Identification was regarded by the writer to create the creation reading materials based on the eighth grade students of junior high schools’ needs. Exploration was for determining suitable texts of Descriptive, Recount and Narrative which are based on the syllabus for the eighth grade students of the school. Using Exploration, the relation of the moral aspect to the texts was also watched by the writer. Suitable ideas, contexts or texts with which to work were called Contextual Realization. Pedagogical Realisation of materials could be principled for creating appropriate exercises and activities and the writing of appropriate instruction for use. Physical Production of the materials was to consider the layout, size, visuals, reproduction, tape length etc. The teaching- learning process is conducted in the four stages. The first is Building the Context BC. The writer suggested the same term with Building the Context. In this stage, the introduction of each unit is presented through the illustrating pictures and several questions to activate the students’ mind and guide them to have a depiction about the topic being discussed during the teaching- learning process. Moreover, this stage also included the activities used as a warming up before the students so other activities, especially in doing the reading tasks. The second, Modelling and Deconstructing the Text MDT is giving the students a model and or an example of the form of a kind of text. In this