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activities; there are pre-reading activities, whilst-reading activities, and post- reading activities. The topic and sections are presented below:
Table 4.7 The Topic and Sections of the Designed Materials
Unit Topics
Sections
1 City
1. Pre- reading
Picture Answering questions related to the
pictures 2.
Whilst-reading Discussing descriptive text
Reading text 1 Exercise about the text 1
Reading text 2 Exercise about the text 2
3. Post- reading
Reflection 2
My Family 1.
Pre- reading Picture
Answering questions related to the pictures
2. Whilst-reading
Reading text 1 Exercise about the text 1
Reading text 2 Exercise about the text 2
Reading text 3 Exercise about the text 3
3. Post- reading
Reflection 3
Holiday 1.
Pre- reading Picture
Answering questions related to the pictures
2. Whilst-reading
Discussing recount text Reading text 1
Exercise about the text 1 Reading text 2
Exercise about the text 2 3.
Post- reading Reflection
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Unit Topics
Sections
4 My Experience
1. Pre- reading
Picture Answering questions related to the
pictures 2.
Whilst-reading Discussing skimming and scanning
Reading text 1 Exercise about the text 1
Reading text 2 Exercise about the text 2
Reading text 3 Exercise about the text 3
3. Post- reading
Reflection
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is the conclusion of the study, while the second part is the suggestions for the English teachers or
instructors and the future researchers.
A. CONCLUSIONS
This study is aimed to design a set of English reading materials using PowerPoint for eighth grade students of SMP Negeri 2 Mlati. In accomplishing
the purpose, the writer formulated two research problems. The first problem was how to set of the English reading materials using PowerPoint is designed. The
second question was what the designed set of material looked like. In answering the first research problem, the writer adapted some steps
from two instructional design models. They are Kemp’s model and Dick and Carey’s model. In completing the study, the writer adopted some steps from each
model. The steps of designing materials are presented below: 1.
Conducting need survey. The writer collected information about the students’ needs by distributing questionnaires to the eighth grade students of SMP
Negeri 2 Mlati and interviewing the English teacher of SMP Negeri 2 Mlati.
2. Identifying goals, topics, and general purposes. The writer used KTSP
Kurikulum Tingkat Satuan Pendidikan as the reference to formulate the goal. Then the writer formulated the topics taken from the needs analysis.
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3. Specifying the learning objectives. By specifying the learner objectives, the
writer considered what the students ’ needs in order to develop their reading
skill. 4.
Making list of subjective contents. The writer determined the content of the subject which is relevant with the learning objectives of each topic.
5. Selecting teaching learning activities. The writer set of learning activities. All
activities are applied by using PowerPoint. 6.
Evaluating Conducting Post-design Survey. The writer distributed questionnaires in mixed form. The form contained closed and open ended
questions. The questionnaires were given to English teacher of SMP Negeri 2 Mlati
and two English lecturers of Sanata Dharma University. The questionnaires were distributed to recognize their opinions, suggestions, and
critiques of the designed materials. 7.
Revising and making final version of the materials. They were done after the writer obtained the feedback from evaluation.
Furthermore, in order to answer the second research problem, the writer presented a set of reading designed materials. There are four units of reading
designed materials. The materials can be seen in the CD.
B. SUGGESTIONS
After conducing and completing the research, the writer offers some suggestions to the English teachers of Junior High School and future researchers
who have interest in this study. The suggestions are:
