39 teacher had difficulty to set the standard of difficulty of the materials she would
like to use. The teacher told the researcher that the above average smart students usually did not pay attention to the teacher because they were confident in their
ability. There was also tendency that they did not want to share their knowledge to the other students which still need to learn more. This kind of situation, as
described by the teacher, was only hampering the teaching-learning activity. The other result found from the interview was that most of the students
understood the meaning of sentences in reading passage provided by the teacher, but when they have to make another sentence using the words provided from the
reading passage, the students had problem with it. This could be said that they only knew what the meaning of the word is but did not know how to use the word
properly. The researcher concluded a conclusion that the students only guess what the sentence in reading passage means rather than understanding the meaning of
the sentence. In other words, they only knew maybe few words of the sentence but it was quite enough for them to guess what the meaning of the sentence.
Therefore, that fact proves out that the students had issues with vocabulary and grammar.
2. Stating Goals, Topics, and Purposes
After conducting needs survey, the researcher stated the goal and the purpose of the designed materials. The goal was obtained after conducting
research, in this case questionnaire and interview. Finally, the researcher decided that the goal of this designed materials is to increase students’ interest in reading
and writing skills by doing various kind of tasks by themselves. The researcher
40 hoped that by doing tasks, it will develop their own curiosity rather than just
reading theory only. In this steps, the researcher also formulated the topics used in this
designed materials based on the interest of the students. In these designed materials, there are four topics to be discussed. These four topics will be divided
into four units in this designed material. The units and topics are presented as
follows. Table 4.2: The Topics in the Designed Materials
Unit Topics
Titles
1 Advertisement Text
Don’t Miss It 2
Descriptive Text Animal Planet
3 Narrative Text
Once Upon a Time 4
Recount Text Happy Holidays
Beside the topics, the general purposes of this designed material were also formulated in this step. Similar to the topics, the purposes of the designed material
were also based on the basic competencies of School-Based Curriculum 2006 and the syllabus of SMP Bopkri 2 Yogyakarta. The basic competencies are presented
in this following table:
Table 4.3: The Basic Competencies
Unit Title
Basic Competencies
1 Don’t Miss It
Reading Respond the meaning of short functional text in the form
of advertisement using various written language accurately, clearly, and acceptably in daily life context
Writing Reveal the meaning of short functional text in the form of
advertisement using various written language accurately, clearly, and acceptably in daily life context
2 Animal Planet
Reading Respond the meaning and rhetoric steps of short essay
accurately, clearly, and acceptably in the form of descriptive and recount in daily life context
41 Continue from page 40
Writing Reveal the meaning and rhetoric steps of short essay
accurately, clearly, and acceptably in the form of descriptive and recount in daily life context
3 Once Upon a Time
Reading Respond the meaning and rhetoric steps of short essay
accurately, clearly, and acceptably in the form of narrative and recount in daily life context
Writing Reveal the meaning and rhetoric steps of short essay
accurately, clearly, and acceptably in the form of narrative and recount in daily life context
4 Happy Holidays
Reading Respond the meaning and rhetoric steps of short essay
accurately, clearly, and acceptably in the form of narrative and recount in daily life context
Writing Reveal the meaning and rhetoric steps of short essay
accurately, clearly, and acceptably in the form of narrative and recount in daily life context
3. Stating Learning Objectives
