No. Statement Results
1.
Learners’ characteristics
Learners are basically able to get the gist of English reading texts. Nevertheless, they needed to improve their
grammar skill and enrich their vocabulary, especially words which were commonly used in Biology texts written
in English.
2. Response to the
research The research was needed to be conducted since the English
teacher herself also had expectation to develop an English module for Biology teachers.
3.
Suggestions for reading materials
9
It would be better if the reading texts were neither too simple nor too difficult. The texts should also be
interesting and medium in length so that the learners would not be burdened or unchallenging in reading
the texts.
9
Grammar comprehension and vocabulary check were supposed to be selected from the texts.
9
The learning tasks were expected to be various and simple, for example by avoiding making conclusion.
There were some points that could be drawn from the results of the interview. The points were:
1 The reading texts should be interesting. 2 The reading texts should be challenging meaning the texts were neither too
easy nor too difficult for the learners. 3 The learning activities should be simple and various.
3. Describing the Purposes
After accomplishing the needs survey, the writer described some learning purposes to be achieved by the learners. Based on the results of the needs survey,
the writer generated the general purpose of learning for reading classes in an English course for Biology teachers of SMAN 3 Yogyakarta. The general purpose
or the standard of competence of the designed materials was to enable the learners understand the meaning of the reading passages in Biology context and master the
vocabulary used in the passages. Furthermore, the writer specified the standard of competence into three
basic competences. The basic competences were as follows: 1 Learners are able to get the general idea of the reading texts.
2 Learners are able to get the specific information of the reading texts. 3 Learners are able to get the meanings of the words used in the reading
texts.
4. Developing the Syllabus
After the learning purposes were described, the writer selected the syllabus. The syllabus was topic-based syllabus. The syllabus consisted of the
general description of the course, the standard competence, the basic competences, the topics, the learning indicators, the learning materials, the
learning activities, the time allotment, and the sources of the materials. The development of those elements of syllabus was elaborated in the next stages.
In addition to the syllabus selection, since the writer used content-based instruction which was particularly theme-based language instruction as the
learning methodology in the course, it was appropriate to use topic-based syllabus. The theme-based language instruction presumed that the topic syllabus
was appropriate to be used in this language instruction Richards and Rodgers, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2003:216. As stated in the standard of competence in which the reading passages were in Biology context, the main topic of the designed materials was Biology.
5. Producing Proto-Syllabus
This step was the step to specify the contents of syllabus. This stage included the specification of the topics, the selection of the learning materials, and
the specification of the learning purposes. a. The Specification of the Topics
The writer specified the main topic of the designed materials. Since the main topic was Biology, the writer listed topics related to Biology that would be
presented in each unit of the designed materials. There were two considerations in choosing the topics. First, the writer considered the topics stated in KTSP for
Biology subject of senior high school. The consideration was that the learning content under topics discussed would give additional information to what the
learners Biology teachers were going to teach to their students. Second, the writer considered the topics which were interesting for the learners based on the
results of the needs analysis. Thus, there were eight topics selected in the research. The topics were presented on Table 4.4.
Table 4.4 The Topics of the Designed Materials Unit
Topics
1
Biology as Science
2
Reproduction
3
HIV-AIDS
4
Mercury
5
Alzheimer’s Disease
6
Bio-technology
7
Natural Disaster
8
Global Warming
b. The Selection of the Learning Materials In selecting the learning materials, the writer collected authentic texts from
various source in the internet and magazines. The texts were selected based on the topics which were chosen before. The lists of the learning materials in each unit
are presented on Table 4.5.
Table 4.5 The Learning Materials of the Designed Materials No
Topics Learning Materials
1.
Biology as Science
• Short texts “What Is Biology?” and “Characteristics of Living Things”
• Language focus: Verb main and helping verbs
2.
Reproduction • Short texts “Reproduction” and “Sudden Infant Death
Syndrome” • Language focus: Adverb
3.
HIV-AIDS • Short texts “HIV Isolate from Kenya Provides Clues for
Vaccine Design” and “The AIDS Fight: Looking Ahead to 2010”
• Language focus: Noun countable and uncountable nouns
4.
Mercury • Short texts “What Is Mercury?” and “What Happens to
Mercury When It Enters the Environment?” • Language focus: Adjective
No
Topics Learning Materials
5.
Alzheimer’s Disease
• Short text about “Alzheimer’s Disease” • Language focus: Coordinating Conjunction
6.
Bio-technology • Short texts “How nanotech can meet the poor’s water
needs?” and “Nanoparticles killed women, study claims”
• Language focus: Subordinating Conjunction
7.
Natural Disaster • Short texts “Florida’s Coast: What’s At Stake” and
“Wildfire’s on the Rise with Global Warming” • Language focus: Simple Present Tense
8.
Global Warming • Short texts “The Greenhouse Effect” and “Save Energy
and Money at Home” • Language focus: Simple Past Tense
c. The Specification of the Learning Purposes After selecting the topics and the learning materials, the writer specified
the learning purposes basic competences. The specification was aimed to make the learning purposes measureable. The specific learning purposes were called
learning indicators. The learning indicators of each topic are presented on Table 4.6.
Table 4.6 The Learning Indicators of the Designed Materials Unit
Topics Learning Indicators
1.
Biology as Science
Learners are able to:
•
answer questions about specific details and inferences of the text
•
find main idea of the text
•
identify the communicative purpose of the text
