Discussion RESEARCH FINDINGS AND DISCUSSION

has also coped what should be learned by the students based on the syllabus. Students can learn how to understand and identify Descriptive, Recount, and Narrative text. In addition the students can also completely learn about the components of reading through the texts, such as grammar, vocabulary, pronunciation, reading aloud and reading comprehension that involves scanning, skimming and predicting. The suitable materials for reading that has been designed by the writer also encourage reading for pleasure due to the topic has been used in each text is interesting. This decision is to motivate the grade VIII students of junior high schools in order to be interested to read and learn the text. It is also based on the students’ characteristics that give a view to create reading materials that give them some knowledge or information they want to know. The teaching- learning process is conducted in the four stages. The first is Building the Context BC. The writer suggested the same term with Building Knowledge the Context. In this stage, the introduction of each unit is presented through the illustrating pictures and several questions to activate the students’ mind and guide them to have a depiction about the topic being discussed during the teaching- learning process. Moreover, this stage also included the activities used as a warming up before the students so other activities, especially in doing the reading tasks. The second, Modelling and Deconstructing the Text MDT is giving the students a model and or an example of the form of a kind of text. In this modeling, the writer completes the text with the showing of the generic structure of the text. The model is presented in interesting appearance so the students of junior high schools will not be bored. Through good and suitable model, the students can really understand and be motivated to learn more. The model can also be understood through some tasks that are also interesting and clear. These tasks will help students to learn and understand more. The third is Joint Construction of the Text JCOT. Trough the good and suitable modeling, it is expected that the students will be able to construct the text well. It can be conducted in groups or individual. In this stage the writer presented scramble sentences or paragraphs to be arranged correctly by the students. Other activity is in the form of giving the generic structure of the text. Other creative activities that the writer can present is guiding students in facilitating some clue words so students can complete the text correctly so it can be the right paragraph in the text. The last one is Independent Construction of the Text ICOT . After following each preliminary activity in Building Knowledge of the Field, Modelling of the Text, and Joint Construction of the Text, it will be easier for students to know and independently find and read other texts. Of course it should also be guided by some tasks that have clear and appropriate instructions. In every unit should be seen and learned about the definition, characteristics and the feature of the texts. The presentation should also be in interesting form. The students are expected to be interested and motivated to learn them. The designing materials should be appropriate. It can be vary in carrying the tasks in each unit, color, picture and lay outs. The topic selected should cover what students expect. Students can be encouraged and persuaded through interesting materials. They will be interested to learn by themselves through something they want to know. It can be something that is amazing, new and interesting.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

There are two parts in this chapter. The first part presents the conclusions of the study. The second part presents the suggestions given by the writer to the other teacher candidate, the English teacher of junior high school, and to other writer or researcher.

A. Conclusions

Designing reading materials for the eighth grade students of junior high schools needs some requirements so the aim of appropriateness can be achieved. Of course it involves some aspects related to the reading components that will be mastered through delivering the reading materials and the needs analysis that will be needed as identification, exploration, contextual realisation, pedagogical realization and physical production steps in the writing the materials based on Tomlinson theory. The presented of the reading materials that is based on the text-based syllabus design is arranged systematically through four stages like the theory of Feez and Joyce. They are Building the context or Building Knowledge of the Field, Modelling and Deconstructing the Text or Modelling of the Text, Joint Construction of the text, and Independent Construction of the Text. Actually these stages consist of five stages that the last is Lingking related to texts but the writer only apply four stages in the steps of the teaching-learning process of the reading materials. 87 Based on the applying of physical production, the reading materials that have been designed for grade VIII students of junior high schools should be able to persuade the students to have desire in reading. It can be presented colorful with nice and suitable illustrating pictures. It also needs creativity and good knowledge to explore the sources so the sources can match with the topic in the unit and also with the students’ attention. The exploration is also needed to decide appropriate texts for Descriptive, Recount and Narrative that match to the syllabus of grade VIII students of junior high schools. Students also will learn through some tasks in the reading materials. If the tasks consist of clear and appropriate instructions and activities, the students of grade VIII junior high schools will be able to learn well. This arranging of the tasks presentation can be designed well using the pedagogical realisation. The tasks should cover what and how to teach in reading for the eighth grade students of the school.

B. Suggestion

The main aim of this research study is designing reading materials for the eighth grade students of junior high schools . There are some suggestions for the next research of the same or different of junior high school. The suggestions can be addressed to the other writer and English teacher as follows: 1. As a teacher candidate, a student of English Education Faculty should be able to design materials which are more suitable with students’ characteristics,