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This manner, however, will lead students into failure in forming their appreciation towards reading and will not have awareness of the importance of reading which is
found useful in facing the challenges of their future life. The fundamental consideration is that a teacher needs to find the best method
of teaching reading to the seventh grade students in relaxed and encouraging circumstances. In the end, the students will have the habit of reading and take
extraordinary advantages of it. Therefore, the writer introduces Language Experience Approach LEA as the basis for designing a set of supplementary reading materials
for the seventh grade students of SMP N 8 Yogyakarta. LEA is characterized by the students’ active learning which involves close relation between thinking, talking,
writing and reading while teacher has the duty to stimulate, monitor and evaluate the students’ learning activity. LEA to reading instructions is based on the student’s
experience. This approach is considered suitable for Indonesian students’ needs of learning reading. Students of English as a foreign language would best accomplish
reading instruction when the reading materials are based on the real life experiences that are meaningful to them. They need many opportunities to practice reading in a
setting which is both comfortable and familiar.
C. Problem Limitation
The problems to discuss in this study are limited to designing and presenting a set of supplementary reading materials for the seventh grade students of SMP N 8
Yogyakarta. The study is not meant to be developed into experimental research. The
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writer only designed the materials and did not test the materials to see their effectiveness. The designed materials are intended to help the students gain greater
competence of reading in enjoyable and encouraging ways. LEA uses a natural way of helping students acquire all language skills.
Therefore, the writer attempts to develop a set of reading materials by heavily emphasizing the use of adaptation of the Language Experience Approach LEA. The
central concept of LEA is the use of experiences to create a reading text and make reading a meaningful process. This method can make the students interested in
learning reading. The chief target of implementing the adaptation of LEA is to help students to
learn reading in a more comfortable and encouraging way by giving the students freedom to create reading materials based on their experiences. Consequently, the
teacher encourages the students to create meaningful reading. He should not force the students to use appropriate vocabulary and language pattern during the dictation,
because it can lead them into a frustrating learning situation. Otherwise, the teacher should be able to make enjoyable activities.
The materials developed in this study are intended to facilitate and stimulate the students to share, discuss, listen, tell, dictate, and read back each reading text
since it takes its direction from the personal experiences. In order that the students are familiar with the topic discussed, the teacher can provide Language Experience
Charts and key word to record their own experiences and background knowledge.
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D. Problem Formulation
Referring to the previous explanation, the writer formulates two problems that are to be discussed. They are stated as follows.
1. How is a set of supplementary reading materials using the adaptation of Language
Experience Approach for the seventh grade students of SMP N 8 Yogyakarta designed?
2. What does the designed set of materials look like?
E. Objectives of the Study
