20 focuses on topic and language. It not teaches large amounts of new language or
grammar st ructure, but to encourage students’ confidence in handling the task.
2. Task Cycle Task stage offers learners the opportunity to use whatever language they
already know in order to do the task, then to improve that language, under teacher guidance, while planning the reports of the task Nunan, 1996. During the Task
stage, the students may perform the task in pairs or small groups while the teacher monitors from a distance. The students then plan how they will tell the rest of the
class what they did and how it went, and they then report on the task either orally or in writing, andor compare notes on what has happened.
3. Language Focus In the Language focus stage, the students examine and discuss specific
features of any listening or reading text which they have looked at for the task andor the teacher may conduct some form of practice of specific language
features which the task has provoked.
Figure 2.6: A framework for Task-based Learning based on The Willis TBL Framework Willis, 1996: p.52
Pre-task
Introduction to topic
Task Cycle
Task Planning
Report
Language focus
Analysis Practice
21
4. School-Based Curriculum
The curriculum which is applied in SMP Joannes Bosco is School-Based Curriculum. Based on the Decree of the Minister of National Education
No.242006, Indonesia implements School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan KTSP.
This curriculum is developed because of the diversity of school’s potential in Indonesia. It gives authority to all schools in
Indonesia to develop and construct their own curriculum based on their school’s
potential, students’ character and socio-cultural background. The writer designed a set of supplementary reading materials based on this
curriculum. The goals of the materials are stated in competence standard, while the general purposes are stated in basic competence. The competence standards of
reading for the ninth grade students of junior high school are being 1 able to comprehend the meaning of functional written text and simple short essay in
procedure and report form to interact with the closest environment, and 2 able to comprehend the meaning of functional written text and simple short essay in
narrative and report form to interact with the closest environment. There were three points of basic competences for each competence
standard. The points of the first basic competence are 1 students are able to read aloud meaningful simple short essay in procedure and report form with acceptable
pronunciation stress and intonation related to the closest environment; 2 students
are able to respond the meaning in simple short functional written text accurately, fluently, and acceptably to interact in daily life context ; 3 students are able to
respond the meaning and rhetorical steps accurately, fluently, acceptably in
22 various simple essay which is related to closest environment in procedure and
report form. The points of the second basic competence are 1 students are able to read
aloud meaningful simple short essay in narrative and report form with acceptable pronunciation stress, and intonation related to the closest environment; 2
students are able to respond the meaning in simple short functional written text fluently and acceptably to interact in daily life context; 3 Students are able to
respond the meaning and rhetorical steps accurately, fluently, acceptably in various simple essay which is related to closest environment in narrative and
report form.
B. Theoretical Framework
In order to design a set of supplementary reading materials, the writer adopts Kemp’s and Yalden’s instructional material. There are seven steps in
developing a set of supplementary reading materials. The steps are described as follow.
Step 1: Conducting needs survey The step is adapted from Yal
den’s model. Needs survey is conducted in order to find out the information concerning students’ problem and interest on
learning reading by using questionnaire. The results are used to develop reading materials.
23 Step 2: Formulating goals, topics and general purposes
The step is adapted from Kemp’s model. The goals and the general purposes of the material design are formulated in accordance with the School-
Based Curriculum. The goal of this study refers to Competence Standard and the general purposes refer to Basic Competence. The topic listed express the general
purposes of what learners are expected to do, know and feel as the result of the learning experience. The topics selected in this design are taken from the result of
the questionnaire, which are in accordance with the Basic Competence. Step 3: Formulating learning objectives
The step is adapted from Kemp’s model. This step is chosen in order to give direction and achieve the goal of the material design. In this step, learning
objectives are formulated based on standard competence and the basic competence. The learning objectives are identified as indicators.
Step 4: Selecting subject content The writer lists the subject content by considering the learning objectives
and learners’ needs. The subject content is needed to support the learning objectives.
Step 5: Selecting teaching-learning activities and materials The step is adapted from Kemp’s model. After selecting and organizing
subject content, designer selects teaching-learning activities and material. The teaching learning activities refer to reading activities that students experience in
this design. In selecting and creating teaching-learning activities, the designer referred to the reading phases and task-based framework. This study consists of
24 three main activities; they are pre-reading, while-reading and post-reading. The
materials selected are based on School-Based Competence. Step 6: Evaluating the set of supplementary reading materials
In conducting the survey, the writer distributes questionnaire to the respondents. The respondents give their opinion whether the materials are already
well-designed or not, give some feedback and suggestions for the revision and improvement of the designed materials.
Step 7: Revising the set of supplementary reading materials The writer revises the designed materials based on the feedback from
experts as the final revision. The seven steps can be shown as follow.
Figure 2. 7: Writer’s Instructional Design Model adapted from Kemp’s and
Yalden’s Instructional Design Model
Conducting needs survey
Formulating goals, topics and general purposes
Formulating learning objectives
Selecting subject content
Selecting teaching learning activities and materials
Evaluating the set of supplementary reading materials
Revising the set of supplementary reading materials
