autonomously. The students not only answer the questions based on the texts but also are involved in the interesting activities.
The data gained from the expert judgment proves that the activities support the students in the learning processes. The activities in the developed task-based
supplementary English reading materials for Grade VII students of Junior High School were well-organized from the guided to the less guided.
3. Instructions
The instructions in the developed task-based supplementary English reading materials for Grade VII students of Junior High School are in the above of each
activity. They are presented by using simple terms in order to make the students understand what they are going to do to complete the tasks and lead the students
learn the materials autonomously.
4. Media
There are some media that help the students to complete the activities. They are pictures, worksheets, real objects, flyers, brochures and snakes and ladders
game board. The pictures were provided in order to describe the objects in the text and also t
o attract the students‟ interest. The real objects can be used to relate the materials with the students‟ real life, so that they do not get bored while doing the
less guided activities. The flyers and brochures were provided as the input of the tasks. The snakes and ladders game board was designed to play the game.
Based on the data gained from the expert judgment, the developed task-based supplementary English reading materials for Grade VII students of Junior High
School contains good pictures and fonts. The pictures support the presentation of the input in the designed supplementary English reading materials. Moreover, the
pictures can clearly present the objects that are described in the texts.
E. Research Constraint
There was an obstacle during this research. The obstacle came from the external factor. It was related to the time. It was difficult to find the time in
conducting needs analysis. The Class VII D students were taught by a PPL student who had demanding schedule. As a result, the need analysis was conducted in the
middle of the break. However, the obstacle did not significantly influence the result of the product.
In the beginning, the students were suggested to answer the questions as honest as possible. Though the students could not answer all of the questions during the
break, the rest was done in the next break. Some students finished the questionnaire after school. The students were very cooperative. The lack of time
did not influence their answers.
