42
4. Selecting subject content
Considering the Task-Based Learning framework, the writer designed the teaching learning activities into three activities. They are Warming Up, Your
Tasks, and Language Focus. Warming up section introduced students to the topic
they would learn and it led them to the main section. Your Tasks was the main section in each unit. Here students would do the tasks and then reported them
orally or in the written form. The last section was Language Focus which contained form and practice on language focus. The explanations of each section
were presented as follow. a Warming up
The aim of this section was to introduce the topic of a unit to the students. In this section, the students were also intended to recall their memory about what
they had learnt and helped students to predict what will be learnt. The activities were in the form of analyzing pictures, questions and answers activities, or
discussing the materials. b Your Tasks
The second section is Your Task. It was the main section of a unit. This section consisted of some texts, reading comprehension activities and vocabulary
building. The reading comprehension activities were different in each unit. In some units, the vocabulary building part was placed before the text. The aim was
to help students when they read the texts. The vocabulary building was also placed after the text. It aimed to test their knowledge about the vocabulary which
appeared in the text.
43 c Language Focus
In this section, students learned about specific language related to the text they have learnt before. Generally, this section has two main activities. The first is
the explanation of certain specific language, and the second is its exercises. The topic of this section was taken from the last section, Your Task.
5. Selecting teaching learning activities and materials
After selecting subject contents, the writer then developed the materials by selecting teaching learning activities and materials. The writer selected the
appropriate activities and materials based on the topic and they were adjusted with students‟ proficiency level.
a Teaching learning activities There were some teaching learning activities used in the supplementary
reading materials. The activities were adapted based on task-based language teaching which proposed by Pattinson 1987 as stated by Nunan 2004. They
were presented as follow. Questions and answers
Matching activities The task for the learner is to recognize matching items, or to complete
pairs or sets. Pictures and pictures stories
Many communication activities can be stimulated through the use of pictures.
44 Discussion and decisions
These required the students to collect and share information to reach a decision.
b Teaching learning materials Selecting proper materials is important. The writer collected the materials
from various sources. The materials were taken from the internet and some textbooks. However, it had some modifications which were adjusted with the text
genre and students‟ proficiency level. First of all, the writer listed the topic to be learnt by the students. The
topics were already selected by the students through the questionnaire before. Then the writer searched the texts in the internet or textbooks. The materials were
selected based on the topic. The selected materials then had some modifications on grammar, diction and length of the text.
6. Evaluating the set of supplementary reading materials
This part discusses the result of the evaluation that is conducted after constructing the set of supplementary reading materials. An evaluation of the set
of supplementary reading materials was conducted in order to know whether the materials were interesting and approriate for the ninth grade students of SMP
Joannes Bosco . The writer requested some experts, who are a lecturer of English
Education of Sanata Dharma University and an English teacher of SMP Joannes Bosco
, to evaluate the designed materials. The result of the feedback analysis and the opinions and suggestions from the respondents were presented as follow:
45 a. Feedback
In this part, the respondents were requested to give comments on the designed materials. They gave comments about topic, page layout, and kinds of
activity. Generally, both respondents stated that the materials were well-elaborated,
interesting and appropriate for the ninth grade students. Specifically, they agreed that the page layout is interesting and colorful. The illustrations were also suitable
and appropriate to the text. It is because reading materials for junior high school students should be attractive to attrack their attention.
The theme of the texts were well-selected and interesting. The content and the length of the texts are appropriate to the level of the students. The vocabulary
was also easy to understand. The texts were also appropriate to the topics. The topics of the designed materials fulfilled the stud
ents‟ needs in learning procedure, report, and narrative. However, some texts needed revision because some
grammatical mistakes and incorrect format. Both respondents also focused on the kinds of activity. The activities of
the designed materials were monotonous. It should be various to gain students‟
reading skill. Then, the writer should give one example in every excercise. For the excercise about matching word with its meaning, the meaning should not be in
Indonesian, but in English. However, the instructions in every activity were clear enough.
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