80 - The designer should simplify the reading texts so that the students could
understand easily. - The designer should create more complete WH questions.
- If the designer could add an assignment which allowed the students to choose the texts they would like to read, the English learning process would hopefully
be enhanced.
7. Revising and Improving the Materials
The hint that supported the researcher’s belief whether the designed materials were applicable and acceptable or not for the eighth grade students of
SMP Negeri 1 Mungkid, was shown in the form of descriptive data from the questionnaires given to the English teachers. The data showed that the mean were
mostly more than 4, the median mostly ranged 4, and the mode mostly ranged 4. From that, the researcher came into conclusion that the designed materials were
good to be applied. Although the designed materials were applicable, the researcher should
also look at the respondents’ opinions and suggestions which were meaningful to make any improvements to the designed materials. The researcher would not
make any revisions and improvements towards certain points which the researcher considered unnecessary. So, there were be accepted suggestions and also rejected
ones. Several points related to the improvement of the materials are mentioned below:
1 Vocabulary building: To help the students understand the reading texts, the researcher did not
provide any activity to enrich their vocabulary before the reading activities. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81 Otherwise, the researcher provided a more challenging activity to enrich students’
vocabulary while reading, that was jumbled words. There were some underlined words in some paragraphs of every text which the students should match the
meaning with the words in provided boxes. One paragraph was equipped with one box of jumbled words.
2 Variation of the exercises: The researcher made more varied exercises
to avoid students’ boredom. The tools to measure students’ comprehension of the texts were not only in the
form of essay questions but also in the form of multiple choices questions, filling in the blanks, filling in the table, and completing the story map. Related to
vocabulary building activities the researcher added the exercise with jumbled words as it has been mentioned in the previous point.
3 Simplification of the reading texts: The researcher simplified the reading texts so that the students can
understand easily. The difficult and less important parts of the reading texts were reduced. Some complicated words were changed into the simple ones without
changing the meaning. 4 Wh questions:
The researcher made more complete Wh questions such as: what, who, where, when and why.
The researcher did not add the materials with local topics as it was suggested by one of the evaluators. It is because the researcher considered the
materials were sufficient as a set of English supplementary reading materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82 Moreover, local topics had been included in the main materials. The researcher
would like to give the students different things or new information which were interesting for the students with the reading texts in the designed materials.
Hopefully it could attract the students to love reading any kind of texts. One of the evaluators said that the researcher could add some games to
make the activities more interesting. The researcher agreed that games could make learning activities more interesting and avoid boredom. Nevertheless, the
researcher did not add the materials with games with some considerations. First, the games should have correlation to the topics whereas it was difficult to find or
create interesting games that appropriate for all the topics. Second, the time was very limited whereas the materials that should be covered in one unit were quite a
lot. Third, there were 38 to 40 students in one class whereas there were very few games that could be played easily and effectively in a big class.
The idea of voluntary reading was good. However, the researcher did not add an assignment where the teacher allowed the students to choose the texts they
liked to read. The researcher was not sure that all the students had good access to get various kinds of text. Moreover the teachers would have difficulties in
monitoring the students’ reading process.
B. The Presentation of the Designed Materials
To answer the second question in the problem formulation, after making several improvements on the designed set of materials, the researcher presented
the final version of the designed materials. The designed materials consisted of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83 ten units with three subjects contents in each unit. Each unit requires 2x40’. The
topics, the titles and the sections can be seen in table 4.5.
Table 4.5 The Presentation of the Materials
No Topics
Titles Sections
1 Introduction to the
text types Let’s Have A Good Start
a. Pre Work b. Get Closer to
Descriptive, recount and
Narrative Texts
c. Check Yourself
2 Animals
Meet the Animals a. Build Your
Knowledge b. Show Your
Skills c. Check
Yourself
3
Unforgettable Experience
My Story
4
Interesting Places What A Wonderful Palace
5
Outer Space Into Space
6
Biography The Inspiring Woman
7
Myth From Gods and Goddesses Time
8
Exploration Exploring the World
9
Folktale Long-Long Ago
10
Legend It’s Believed to be True
The detailed and complete version of the designed materials can be seen in appendix I.
84
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter is divided into two parts. The first pa rt is the conclusion to answer the questions in the problem formulation and the second part is the
suggestion in using the designed materials.
A. Conclusion
The aim of this research was to answer the two questions formulated in the first chapter, namely how a set of English supplementary reading materials using
Strategies-Based Instruction for grade VIII students of SMPN 1 Mungkid is designed and what the set of supplementary reading materials using strategies-
based instruction for grade VIII students of SMPN 1 Mungkid looks like. In conducting this research, the researcher has passed through several
processes based on steps in R D cycle. There were five major processes in this study namely conducting research and collecting information, planning,
developing preliminary form of product, conducting preliminary field test, and conducting main product revision. Those major processes covered the researcher’s
adapted instructional design model that was Kemp’s instructional design model. The steps of the adapted instructional design model were 1 conducting needs
survey, 2 stating instructional goals, topics and general purposes, 3 specifying the objectives, 4 listing the subject contents 5, selecting the teaching learning
