B. Discussion
Teachers as a facilitator in teaching-learning process should prepare what to teach and how to teach well before beginning the lesson. Teachers can also
prepare materials that match with the students’ characteristics, learning styles, problem and the school’s syllabus. Based on the reasons above, so it is necessary
to a teacher to be able to design good materials. In designing the reading materials, a teacher can follow the steps that was
designed based on Tomlinson theory that it involves various steps. They consist of identification, exploration, contextual, pedagogical realization, and physical
production. Identification is to create the creation reading materials based on the eighth grade students of junior high school needs. Exploration is 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 motivation and character building aspect to the texts is also watched by the teacher. Suitable ideas, contexts or texts with which to work are called
Contextual Realization. Pedagogical Realisation of materials can be principled for creating appropriate exercises and activities and the writing of appropriate
instruction for use. Physical Production of the materials is to consider the layout, size, visuals, reproduction, tape length etc.
Based on the theory, the writer can design reading materials that is expected appropriate to grade VIII students of junior high school. The materials
has also coped what should be learned by the students based on the syllabus. Students can learn how to understand and identify Descriptive, Recount, and
Narrative text. In addition the students can also completely learn about the components of reading through the texts, such as grammar, vocabulary,
pronunciation, reading aloud and reading comprehension that involves scanning, skimming and predicting.
The suitable materials for reading that has been designed by the writer also encourage reading for pleasure due to the topic has been used in each text is
interesting. This decision is to motivate the grade VIII students of junior high schools in order to be interested to read and learn the text. It is also based on the
students’ characteristics that give a view to create reading materials that give them some knowledge or information they want to know.
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
Knowledge 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
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