the students’ comprehension toward the English reading skill with the attention that at the end of the meetings the students are able to communicate in English as in the
real life in the context of daily life.
3. Formulating the Indicators
After determining the competency standard and the basic competencies for each unit, the next step was to determine the objectives for each unit which were
stated as the indicators. The competency standards and the basic competencies were derived from the Curriculum 2006 KTSP.
4. Determining and Organizing Contents
In this study, the subject contents were based on the results of needs survey, competency standards, basic competencies, topics, and indicators. Furthermore, the
strategies offered by reciprocal teaching were also used in this step, that is, prediction, question generation, summary, and clarification. The activities
proposed by Bonnie and Jean 2002: 85-87, were also used to determine and organize the contents of the designed materials. The activities were pre-reading,
while-reading, and after-reading activities.
5. Determining and Organizing Teaching Learning Experiences
In this study, the writer selected the teaching learning activities proposed by Bonnie and Jean 2002: 85-87. The writer also developed and varied the activities
in order to enhance the students’ comprehension and provide the students the enjoyable teaching learning activities.
The writer also provided the various teamwork tasks group work and pair work according to the topics offered for the students without neglecting an
individual work to enhance the students’ reading comprehension mastery.
6. Designing the Materials
After determining the competency standards, the basic competencies, the indicators, and selecting the topics, the subject contents, and the teaching learning
experiences, the writer designed the materials. The writer designed the materials based on the reciprocal teaching strategies and the results of Research and
Information Collecting. The writer designed the materials without neglecting other skills outside the reading area, that is, listening, speaking, and writing.
7. Determining What to Evaluate, the Ways and Means of Doing It
After designing the materials, the next step to conduct was to determine the evaluation of the designed materials. In this section, the writer distributed the
evaluation device, it was the post-design questionnaire. In evaluating the materials, the writer distributed the designed materials and the post-design questionnaire to
the users and the experts. The users were two English teachers of SMA STELLA DUCE 1 Yogyakarta and the experts were two lecturers of English Language
Education Study Program of Sanata Dharma University. The results of the post- design questionnaire were used to improve and revise the designed materials.
8. Evaluating the Designed Materials
In evaluating the designed materials, the writer distributed the designed materials and the post-design questionnaire to the users and the experts. The users
were two English teachers of SMA STELLA DUCE 1 Yogyakarta and the experts were two lecturers of English Language Education Study Program of Sanata
Dharma University. The purpose of this step was to obtain feedbacks, comments, and evaluation from the participants so that the writer would be able to revise and
present the final revision of the designed materials.
9. Revising the Designed Materials
