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