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basic strategies of reading. This point was taken into the writer’s consideration in deciding the difficulty level of the texts.
c. Students had difficulties in vocabulary and grammar mastery. Therefore, vocabulary and grammar exercises would be included in the reading blog.
d. Most students rarely read English texts outside the English lesson at school. This fact showed that the students should be motivated to read
more outside the English lesson at school. e. Using internet as a medium for reading activity was suitable for the tenth
grade students of SMA BOPKRI 2 Yogyakarta. This was shown from the fact that most students accessed the internet at least twice in a week. The
teachers also stated that the students were more motivated when they had to work using the internet.
f. The students should be more motivated by various activities in English reading lesson.
g. Only half of the tenth grade students of SMA BOPKRI 2 Yogyakarta were familiar with blog. Therefore, the writer decided to use popular blog
domain and provided clean and simple blog layout to enable the students read the blog comfortably.
2. Planning
Based on the information collected in the previous step, the writer came into the planning step. In this step, the writer decided the learning objectives,
selected the contents and learning experiences.
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a. Selecting Learning Objectives In selecting the learning objectives, the writer referred to KTSP and the
school’s syllabus. The objectives, therefore, were reflected in the Competency Standard and Basic Competence.
Table 4.1 Topics, Competency Standard, and Basic Competence
Topic Competency Standard
Basic Competence
Announcement Understanding meanings
of short written functional text
and simple essay in for of recount, narrative, and
procedure in daily life context to access knowledge
Responding to meaning of formal and informal short
written functional text announcement accurately,
fluently, and acceptably in daily life context to access knowledge
Invitation Understanding meanings
of short written functional text
and simple essay in for of recount, narrative, and
procedure in daily life context to access knowledge
Responding to meaning of formal and informal short
written functional text invitation accurately, fluently,
and acceptably in daily life context to access knowledge
Advertisement Understanding meanings
of short written functional text
and simple essay in for of recount, narrative, and
procedure in daily life context to access knowledge
Responding to meaning of formal and informal short
written functional text advertisement accurately,
fluently, and acceptably in daily life context to access knowledge
Procedure Understanding meanings of
short written functional text and simple essay in for of
recount, narrative, and procedure in daily life
context to access knowledge Responding to meaning and
written rhetoric step essay accurately, fluently, and
acceptably in daily life context to access knowledge in form of
recount, narrative, and procedure
Recount Understanding meanings
of short written functional text
and simple essay in for of recount, narrative, and
procedure in daily life context to access knowledge
Responding to meaning and written rhetoric step essay
accurately, fluently, and acceptably in daily life context
to access knowledge in form of recount, narrative, and procedure
Narrative Understanding meanings of
short written functional text and simple essay in for of
recount, narrative, and procedure in daily life
Responding to meaning and written rhetoric step essay
accurately, fluently, and acceptably in daily life context
to access knowledge in form of
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Topic Competency Standard
Basic Competence
context to access knowledge recount, narrative, and procedure
In this step, the writer also set the time allocation for each unit. The designed reading blog was prepared for one semester. Based on the school’s
syllabus, the time allocation for reading skill in semester 1 was 22 meeting hours. The duration of one meeting hour is 45 minutes. The table below shows the units
plan and the time allocation for each unit.
Table 4.2 Topics and Time Allocation
Unit Topic
Time Allocation Meeting Hour
1 Announcement 2
2 Invitation 2
3 Advertisement 2
4 Procedure 1
2 5 Procedure
2 4
6 Recount 2
7 Narrative 1
4 8 Narrative
2 4
Total 22
b. Selecting Contents Having the objectives and time allocation ready, the next step the writer
conducted was selecting the contents. In selecting contents, the writer selected the topic, theme, and subject content for each unit which was relevant to the
objectives and to the students’ needs and interests. The themes were chosen based on the result of research and information gathering.
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The table below shows the topics and the subject contents.
Table 4.3 Topic, Theme, and Subject Contents
Unit Topic Theme
Subject Content
1 Announcement Sport
“Sport Breaking News” Announcement text
Prepositions time and place
2 Invitation Life
Style “Family Gathering”
Invitation in a daily life conversation
Simple Future tense 3 Advertisement
Entertainment: Advertisement
“The Beauty of Indonesia”
Advertisement text Describing place
Passive sentences
4 Procedure 1
Entertainment: Food “How to Do It?”
Procedure text: Recipe Imperatives
5 Procedure 2 Music
“Tune Your Music” Procedure text
Transitional phrase Giving suggestion
6 Recount
Life Style: Travelling “My Travelling
Experience” Recount text
Simple past tense 7 Narrative
1 Culture: Folktales
“Tell Me a Story” Narrative text
Theme of narrative text Myth and Legend
Regular and irregular verbs Direct and indirect
sentences 8
Narrative 2 Movie: Fairytales
“Bedtime Stories” Narrative text
Story plot Characters
Direct and indirect
sentences Expressing preference
After selecting the subject content for each unit, the next step was deciding the indicators. The indicators were defined based on the Competency Standard,
Basic Competence, and the subject contents of each unit.
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The table below shows the indicators of each unit.
Table 4.4 Topics and Indicators
Unit Topic Indicators
1 Announcement Students are able to identify the main idea of the text Students are able to identify the detail information of
the text Students are able to match some words in the text with
the provided sentences appropriately Students are able to use prepositions properly.
2 Invitation Students are able to identify the main idea of the text
Students are able to identify the detail information of the text
Students are able to match some words in the text with the provided sentences appropriately
Students are able to identify the expressions used to make invitation
Students are able to use the simple future tense properly 3 Advertisement Students are able to identify the main idea of the texts
Students are able to identify the detail information of the text
Students are able to identify the generic structure of descriptive text
Students are able to match some words in text with the provided sentences appropriately.
Students are able to differentiate a describing place text from place advertisement text
4 Procedure 1
Students are able to identify parts of a procedural text Students are able to identify the main idea of a
procedural text Students are able to match the words to their picture
Students are able to identify the detail information in a recipe
Students are able to use imperatives in the given situation
5 Procedure 2
Students are able to identify parts of a procedural text Students are able to identify the main idea of a
procedural text Students are able to match some words in the text with
the provided sentences appropriately Students are able identify the transitional phrase in a
procedural text Students are able to use transitional phrase properly
Students are able to identify expression of giving suggestion in a procedural text
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Unit Topic Indicators
Students are able to use expressions to give suggestions correctly
6 Recount Students are able to identify the main idea of a recount
text Students are able to identify the generic structure of a
recount text Students are able to match some words in text with the
provided sentences appropriately. Students are able to use Simple Past Tense
appropriately 7 Narrative
1 Students are able to identify the main idea of a
narrative text Students are able to match some words in text with the
provided sentences appropriately Students are able to identify the generic structure of a
narrative text Students are able to find the theme of narrative texts
folktales Students are able to identify regular and irregular verbs
Students are able to use regular and irregular verbs correctly
Students are able to convert direct sentences into indirect sentences correctly
8 Narrative 2
Students are able to identify the main idea of a narrative text
Students are able to match some words in the text with the provided sentences appropriately
Students are able to match the words in the text to the pictures
Students are able to identify the plot of the text Students are able to convert indirect sentences into
direct sentences Students are able to identify the characters in the text
Students are able to express preferences using “would rather”
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c. Selecting Learning Experiences In this step, the learning experiences for each unit were designed. The
learning experiences were designed according to the Competency Standard, Basic Competence, topic, theme, and indicators of each unit. The designed reading blog
provided various learning experiences for the students. However, the learning experiences of all units were divided into three parts.
1 Pre activities. In pre-activities, the students were given a brief orientation about what the materials would be about. The orientations were presented in forms of
videos, pictures, anecdote, questions, and others which could attract and lead the students to the next activities.
2 Main activities. The purpose of the activities was to facilitate students to comprehend the text. In order to do so, the writer formulated tasks which the
students should accomplish. The tasks included identifying generic structures, answering text-comprehension questions, grammar exercise, and vocabulary
mastering. 3 Post activities. The activities pointed on summarizing or drawing conclusion of
what had been learnt from the unit.
3. Develop Preliminary Form of Product
