57
From the goals and general purposes, there were some topics that should be learned by the eleventh grade students in a year. For the reading competences, there
were 5 types of texts and several functional texts. The topics are provided in Table 4.2.
Table 4.2: The Learning Topics of the Materials No
Learning Topics
1 Banner, pamphlet, poster, brochure
2 Report
3 Narrative
4 Analytical Exposition
5 Hortatory Exposition
6 Spoof
b. Specifying Learning Indicators
Learning indicators are used to measure whether the students had mastered the competences or not. Students mastered the topic if they succeed to achieve the
learning indicators. In developing materials, indicators could be used to construct tests, to select tasks or exercises, and to select the suitable learning materials. The
learning indicators for English reading competence are presented in Table 4.3.
Table 4.3: The Learning Indicators of the Materials Basic Competences
Learning Indicators
5.1 Be able to respond to meanings in short written formal and informal
daily life texts i.e. banner, poster, brochure, etc accurately, fluently,
and acceptably.
5.2 Be able to respond to meanings and rhetorical steps in essays of daily life
report, narrative, and analytical 5.1.1 Be able to identify the main message in a banner.
5.1.2 Be able to identify the main message and specific information in a poster
5.1.3 Be able to answer comprehension questions correctly by understanding the content of the
brochure. 5.2.1 Be able to identify the main idea of a passage
5.2.2 Be able to identify specific information of a passage.
58
Basic Competences Learning Indicators
exposition accurately, fluently, and acceptably
in order
to access
information 5.2.3 Be able to identify the orientation, complication,
and resolution of a narrative 5.2.4 Be able to identify the topic and supporting
sentences of a passage. 11.1 Be able to respond to meanings in
short written formal and informal daily life texts i.e. banner, poster,
brochure, etc accurately, fluently, and acceptably.
11.2 Be able to respond to meanings and rhetorical steps in essays of daily
life narrative, spoof and hortatory exposition accurately, fluently, and
acceptably in order to access information
11.1.1 Be able to identify the main message in a banner. 11.1.2 Be able to identify the main message and
specific information in a poster 11.1.3 Be able to answer comprehension questions
correctly by understanding the content of the brochure.
11.2.1 Be able to identify the main idea of a passage 11.2.2 Be able to identify specific information of a
passage. 11.2.3 Be able to identify the orientation, complication,
and resolution of a narrative 11.2.4 Be able to identify the topic and supporting
sentences of a passage. 11.2.5 Be able to identify the twist of a spoof.
c. Listing Subject Content
