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2. Planning
After getting the data, the writer started to make the goal, topic, and general purpose by determining competency standard and basic competence.
a. Determining Competency Standard, Basic Competence, and Topic
The writer determined the competency standard based on the KTSP Kurikulum Tingkat Satuan Pendidikan. Based on that KTSP, there is only one
standard competency of reading. It was to understand the meaning in short and simple descriptive and recount texts related to nearest environments. After
determining the competency standard, the writer made a list of topics. There are four topics and they are arranged as follows:
Table 4.2 Topic and Subtopic of the Designed Set of the Materialss
Unit Title
Topic
1. City
Describing place 2.
My Family Describing People
3. Holiday
Recount 4.
My Experience Recount
According to KTSP, there are three basic competences and each topic will be formulated by basic competence. They are presented as follows:
Table 4.3 Basic Competence
Subject Basic Competence
5. READING The students are able to:
5.1.Read aloud simple functional text and essay formed descriptive and recount with the correct pronunciation,
stresses, and intonations related to nearest environment.
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Subject Basic Competence
5. READING The students are able to:
5.2.Respond to short functional text meanings accurately related with nearest environment.
5.3.Respond to the meaning and rhetorical step in simple short essay accurately related to nearest environment
in descriptive and recount text.
b. Determining Indicators
The purpose of indicator is to check whether the basic competences had been achieved or not. Based on basic competences, the writer has made ten
indicators. The indicators are stated as follows:
Table 4.4 Learning Indicator
Basic Competence Indicators
5.1 Read aloud simple functional
text and
essay formed
descriptive and recount with the
correct pronunciation,
stresses, and intonations related to nearest environment.
Read aloud short functional text. Read descriptive and recount text with
correct pronunciation and intonation. Produce sound correctly
5.2 Respond to short functional
text meanings
accurately related
with nearest
environment. Identify information in short functional
text. Stated social function in short functional
text. Apply important vocabulary in reading
the text. Identify language characteristic in short
functional text. 5.3 Respond the meaning and
rhetorical step in simple short essay accurately related to
nearest environment
in descriptive and recount text.
Comprehend the main ideas, supporting ideas, and details of recount text.
Recognize the structure of descriptive and recount text.
Understand the communicative purpose of descriptive and recount text.
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c. Listing Subject Contents
After determining standard competence, basic competence, topics, and indicators, the writer started to make the product. From the concept of reading of
Pearson and Fielding as cited by Urquhart and Weir 1998, there are three parts of teaching reading. Each part will be discussed as follows:
1 Pre-reading
The purpose of this part is to motivate the students and encourage students’ interest in reading. Pre-reading activity is important because this activity
can help students in their attempt to deal with a series of complex tasks. In this activity teacher will give short vocabulary related to the text that will be read in
the next activity. It will be made by making vocabulary task. 2
Whilst-reading Whilst-reading is the main activity in every unit. The purpose of the
activity is to develop the students’ reading skill. In whilst-reading activity the students are the main role so they are encouraged to be active and reflective. They
have to be able to read the text aloud with correct pronunciation. They also have to be able to understand the message sent by the author of the text. This part will
provide the students with a reading passage related to the topic discussed and give question related to the passage.
3 Post reading
Post reading part provides time for students to develop their other skills since this part consists of reflection to get more information whether the students
are learning or not. It also provides interactive activities for the students.
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3. Developing Preliminary Form of Product
In this stage, the writer determined the effective method and then selected materials to provide learning experiences that could support the objective. After
that, the writer decided the appropriate teaching and learning activities. The writer developed the materials based on the arrangement stated in the syllabus developed
and the materials were made by using power point.
4. The Preliminary Field Testing
The writer conducted the preliminary after the materials designed finished. In these steps, the materials were evaluated by experts. In conducting evaluation,
the writer adapted Kemp’s instructional design step, named evaluation. In evaluation step, the writer distributed post designed questionnaire to an English
teacher of SMP Negeri 2 Mlati and two lecturers of English Language Education Study Program of Sanata Dharma University. They were obtained to improve the
designed set of materials by giving subject and suggestions. The evaluation was conducted from 8
th
January 2013 until 29
th
January 2013. The description of the respondents is presented as follows:
Table 4.5 Description of the Respondents
Group of Respondents
Sex Educational
Background Teaching Experience
M F
S1 S2
S3 5
5-10 10
English Teacher 1
- -
1 -
- -
1 English Lectures
- 2
- 2
- -
- 2
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The questionnaires were divided into two parts. The first part of the questionnaire was the close form. It was used to ease the respondents in answering
the questionnaires. The first part consisted of closed forms of statements in which the respondents gave their evaluation by choosing one of the agreements. The
number of agreement are 1
: Absolutely disagree with the statement 2
: Disagree with the statement 3
: Undecided with the statement 4
: Agree with the statement 5
: Absolutely agree with the statement The evaluation of the data were presented in the following table:
Table 4.6 Respondents’ Opinions
No Respondents’
Opinion Frequency of
Occurrence Central Tendency
1 2
3 4
5 Mode
1. The indicators are
well formulated. -
- 1
2 -
4
2. The indicators are
able to support the attainment of basic
competence. -
- -
3 -
4
3. The topics are well
arranged. -
- -
1 2
5 4.
The instructions are clear.
- -
- 3
- 4
5. The
exercise provided can help
the students
understand the
lesson being taught. -
- -
1 2
5
6. The
exercise are
various and
interesting. -
- -
- 3
5
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