3. The Indicators
Determining the indicators or the objectives was the next step after determining the competency standard and basic competence that were based on
Curriculum 2006 KTSP. The indicator or objectives were formulated for each unit. In this study, the presentation of the sample of learning objectives, stated as
the indicators, are in Table 4.2. The indicators are attached in Appendix F.
Table 4.3 The Sample of Indicators
Unit Topic
Indicators
1. Music
At the end of the lesson, the students are able to: -
Predict the content of the text based on the pictures and title -
Recognize the genre of the text and its charactristics -
Formulate and answer the WH questions based on the passage -
Guess the suitable words in the passage based on the description -
Identify the parts of advertisement text -
Summarize the advertisement texts based on the WH questions and parts of advertisement texts
4. The Subject Contents
The subject contents were based on the results of the research and information collecting, the competency standard, basic competence, the topics,
and indicators. In this study, there were three activities proposed. The activities were based on the reciprocal teaching strategies predicting, questioning,
clarifying and summarizing . Each unit of the materials consisted of three major
activities. They were predicting, questioning clarifying, and summarizing. The further elaborations were as follow:
a. Predicting
In this step, the purpose intended by the writer was to activate the students’ background knowledge, which guided them into further understanding about the
topics. By having enough information about the topic, it assisted the students to attain better understanding.
In this section, the students were asked to answer some questions which aided them to activate their background knowledge about the topics given. It also
allowed the students to give prediction about what were being discussed in the reading passage by observing the titles and the pictures given.
b. Questioning and Clarifying
This activity dealt with the students’ reading capability since the students were given reading passage and were expected to attain information in order to
accomplish comprehension. Furthermore, the students used this section to verify their prediction. The strategy utilized in this section was questioning and
clarifying .
By producing questions, the students recognized important information in which it was used as the matter of the questions. In this section, the students
learned to discover the main ideas and supporting details that led them to a better comprehension.
Clarifying aimed to supply the students the chance to obtain better
conception on the unknown vocabulary items that hindered their comprehension
mastery.
c. Summarizing
In this activity, the major purpose was to enhance the students’ understanding about what they read. The students reinforced their background
knowledge with the new information from the reading passage. By summarizing the reading passage, the students would be able to recognize, paraphrase and
incorporate the important information from the reading passages.
5. The Teaching Learning Experiences
The writer developed the activities to augment the students’ comprehension and offer the students the pleasant and interesting learning
activities. The activities proposed in the designed materials were focused in the form of individual assignment without neglecting the form of teamwork, such as
pair work and group work. The individual task was selected as students were likely to be strategic,
independent, flexible and creative in their learning process. They were accountable for their own comprehension mastery. By conducting self-regulation
toward their learning, the students were able to monitor their progress and their improvements. However, the writer also proposed the teamwork in the designed
materials. The aim of conducting the teamwork activities was to increase student’s interaction. The students switched and shared their ideas with different partners to
expand a better understanding about the topics they learned.
B. Evaluation and Revision
In this part, the writer discusses the evaluation of the designed materials, the feedbacks and comments from the teachers and lecturers, and the revision of
the designed material. The explanations are as follows:
1. The Evaluation of the Designed Material
The next step after designing the materials was to evaluate the materials. In this step, the writer used the Preliminary Field Testing questionnaires to evaluate
the designed materials. The Preliminary Field Testing questionnaires were distributed to the participants.
The result of the Preliminary Field Testing questionnaires was to improve and revise the designed materials. The participants were two English teachers in
SMA Stella Duce I Yogyakarta and two lecturers of English Language Education Study Program of Sanata Dharma University. Two English teachers and two
lecturers had Undergraduate degree. All of the participants had adequate teaching
experiences, they had been teaching for more than two years. The descriptions of the participants are in the Table 4.4:
Table 4. 4 The Description of the Participants
Group of participant Educational Background
Teaching Experience Sex
D3 S1
S2 S3
1-5 5-10
10 F
M
English teachers -
2 -
- 2
- -
2 -
English lecturers -
2 -
- 1
1 -
- 2
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