Based on the result of the interview with the two English teachers of SMA Bopkri 2 Yogyakarta
, the general characteristics of the tenth grade students of SMA Bopkri 2 Yogyakarta
could be described as follows: a.
The students were not really enthusiastic in reading and writing. b.
The teachers had employed several activities and resources in the teaching-learning process
c. The problem faced by the students in reading is related to grammar
while the problem in writing is related to the students’ motivation The data from the Research and Information collecting step shows that the
students have their wants, needs, and ability. They have various difficulties in reading and writing. Hopefully, by designing the materials, the writer can fulfill
the students’ wants and needs so that they can develop their reading and writing skill.
2. Planning
The data from Research and Information Collecting were used as the basis in the Planning step. In this step, the writer stated the goals, topics, and general
purposes of the designed materials. The goals of designing the materials were formulated after conducting research and information collecting. Hence, the goal
of designing the materials is to make the students more interested and enthusiastic in developing reading and writing skill.
Besides, the topics of each unit were also formulated in this step. The topics that would be presented in each unit were taken from the School-Based
Curriculum 2006 and the English syllabus of SMA Bopkri 2 Yogyakarta. the
reading materials were based on the level of reading comprehension. Therefore, the materials had the same topics as which were in the syllabus. Then, there were
eight units with some topics elaborated in this designed set of materials. The units, and the topics were presented in the as follows:
Table 4.2: The Topics in the Designed Materials Unit
Topics Titles
1. Announcement text
What is It about? 2.
Advertisement text Let’s Eat
3. Invitation text
Congratulations 4.
Narrative text Once Upon A Time…
5. Narrative text
Tell Me the Story 6.
Descriptive text She is Great
7. News item text
Who have Killed? 8.
News item text Save My Earth
Furthermore, the general purposes which should be achieved by the students towards the designed materials were also formulated in this step. The general
purposes of the whole units in the designed materials were stated as the basic competencies in the School-Based Curriculum 2006 and the syllabus of SMA
Bopkri 2 Yogyakarta . The following table presents the basic competencies of the
whole units.
Table 4.3: The Basic Competencies
Unit Titles
Basic Competencies 1
What is it about?
Reading Respond the meaning in the form of formal and informal short
functional text for example announcement, advertisement, invitation, etc
using various written languages accurately, clearly and acceptably in daily life and to access knowledge.
Writing Reveal the meaning in the form of formal and informal short
functional text for example announcement, advertisement, invitation, etc
using various written languages accurately, clearly and acceptably in daily life.
2 Food
Reading Respond the meaning in the form of formal and informal short
functional text for example announcement, advertisement, invitation, etc
using various written languages accurately, clearly and acceptably in daily life and to access knowledge.
Writing Reveal the meaning in the form of formal and informal short
functional text for example announcement, advertisement, invitation, etc
using various written languages accurately, clearly and acceptably in daily life.
3 Party
Reading Respond the meaning in the form of formal and informal short
functional text for example announcement, advertisement, invitation, etc
using various written languages accurately, clearly and acceptably in daily life and to access knowledge.
Writing Reveal the meaning in the form of formal and informal short
functional text for example announcement, advertisement, invitation, etc
using various written languages accurately, clearly and acceptably in daily life.
4 Animals
Reading Respond the meaning and rhetoric steps written essay texts
accurately, clearly and acceptably in daily life contexts and in order to access knowledge in the form: narrative, descriptive
and news item Writing
Reveal the meaning and rhetoric steps written essay texts accurately, clearly and acceptably in daily life contexts and in
order to access knowledge in the form: narrative, descriptive and news item in daily life context.
Continued to page 52
Continued from page 51
5 Tales
Reading Respond the meaning and rhetoric steps written essay texts
accurately, clearly and acceptably in daily life contexts and in order to access knowledge in the form: narrative, descriptive
and news item Writing
Reveal the meaning and rhetoric steps written essay texts accurately, clearly and acceptably in daily life contexts and in
order to access knowledge in the form: narrative, descriptive and news item in daily life context.
6 Great
Woman Reading
Respond the meaning and rhetoric steps written essay texts accurately, clearly and acceptably in daily life contexts and in
order to access knowledge in the form: narrative, descriptive and news item
Writing Reveal the meaning and rhetoric steps written essay texts
accurately, clearly and acceptably in daily life contexts and in order to access knowledge in the form: narrative, descriptive
and news item in daily life context.
7 Tragedy
Reading Respond the meaning and rhetoric steps written essay texts
accurately, clearly and acceptably in daily life contexts and in order to access knowledge in the form: narrative, descriptive
and news item Writing
Reveal the meaning and rhetoric steps written essay texts accurately, clearly and acceptably in daily life contexts and in
order to access knowledge in the form: narrative, descriptive and news item in daily life context.
8 Pollution
Reading Respond the meaning and rhetoric steps written essay texts
accurately, clearly and acceptably in daily life contexts and in order to access knowledge in the form: narrative, descriptive
and news item Writing
Reveal the meaning and rhetoric steps written essay texts accurately, clearly and acceptably in daily life contexts and in
order to access knowledge in the form: narrative, descriptive and news item in daily life context.
3. Stating the Learning Objectives
