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2 Stating the Objectives of the Lesson
Objectives of the lesson were the points that would be achieved at the end of the lesson. By stating the measurable objectives, the teachers have stated what
they want to teach and how to check whether they have to achieve it or not Kemp, 1977: 24. The learning objectives were in the form of indicators which
could be used to measure the competencies being taught to the students. Moreover, learning indicators could be used also as the control of the learning
outcome so that the better result could always be achieved. The indicators of the material being designed were presented in the following table.
Table 4.7. The Learning Indicators
Basic Competences Learning Indicators
At the end of the course, students are able to:
11.2 Respond to meaning and rhetoric steps accurately, fluently, and acceptably
of short texts in the forms of daily-life context of descriptive or procedural texts.
At the end of the course, students are able to:
Identify the rhetoric steps in descriptive and procedural text.
Identify communicative function of descriptive and procedural text.
Mention the characteristics of descriptive and procedural text.
3 Listing and Organizing Subject Contents
The next step done by the writer was listing and organizing subject contents in which the writer listed and organized the subject contents of the material being
designed. According to Kemp 1977, listing and organizing subject contents refer to the selection and organizing of the specific knowledge which include facts and
information, skills which covers step by step procedures, conditions, and requirements, and attitudinal factors of any topic. In the design, the subject
contents were selected based on the competencies and objectives stated earlier.
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All the learning topics selected will be used as the basic in designing the material. There were three main topics selected for the material and it could be seen on the
following table.
Table 4.8. The Subject Contents No
Themes Learning Topics
1 Describing
Things Respond to meaning and rhetoric steps accurately,
fluently, and acceptably of short texts in the forms of daily-life context of descriptive texts: describing things.
2. Describing
People Respond to meaning and rhetoric steps accurately,
fluently, and acceptably of short texts in the forms of daily-life context of descriptive texts: describing people.
3. Procedure
Respond to meaning and rhetoric steps accurately, fluently, and acceptably of short texts in the forms of
daily-life context of procedural texts.
4 Selecting Learning Activities
The next step was selecting learning activities. In this step, the writer decided what kind of learning activities that was appropriate to be used for the
students in the material. There were four kinds of learning activities that was mostly used in the material, namely multiple choice quiz, close test, matching, and
crossword. The distribution for each learning activities for each topic will be elaborated in the following table.
Table 4.9. The Learning Activities
No Themes
Type of Text Learning Activities
1. Describing Things Descriptive text
Multiple choice quiz Matching
Crossword
2. Describing People Descriptive Text
Multiple choice quiz Close test
Crossword
3. Procedure
Procedural Text Multiple choice quiz
Matching Crossword
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c. Product Development
The next step conducted by the writer was developing the product. The development process itself was based on the Competency Standard and Basic
Competences stated in the Kurikulum 2006. Then, goals, topic and general purposes were derived in order to form the strong base of the material being
developed. The development of the material referred also to the needs of the students in which the data were gained from the Research and Information
Collecting explained earlier. The material was consisted of three topics, namely Describing Things,
Describing People, and Procedure. In working on each topic, the students will deal with six sections. Those are Warming Up pre-reading activity, Text Exploration,
Vocabulary and Exercises while-reading activity, Reading Skills and Puzzle post-reading activity. The description for the each section will be described in
the following paragraphs. Warming up activity is the ideal start to begin the reading class. As stated by
Wallace 1992 that reading class consists of three main parts, namely pre- reading, whilst-reading, and post-reading, the warming up activity means to be the
pre-reading activity in the module. In the module, the warming up activity was the activity that could help students to activate their prior knowledge of the topic that
will be discussed in the following text. The activity was in the form of matching or multiple choice exercises. Matching were chosen because of it is quite easy to
answer and could be developed with pictures, maps or graphs. Moreover, matching was space saving and objective Penn State Teaching and Learning with
Technology, 2014. Multiple choices question was also used because of its
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control of difficulty in which the test maker could adjust the level of difficulty by increasing or decreasing the degree of the similarity in the options University of
Minnesota, 2015. Thus, the versatility feature of multiple choices could fit the aim of warming up section which covers the need to activate the students’
background knowledge. The next section is text exploration. This section introduced students to the
various kinds of text they were going to read in the module. It consisted of the detail explanation of the text structure so that the students could understand it.
Though the explanation was brief, it could summarize all the things that the students need to know about the text. It was also completed with the text sample
so the students could have clear description and explanation. There were three kinds of texts presented in this section; describing things, describing people, and
procedural text. Those three kinds of text were selected because it was stated in the curriculum that in the second semester, the students were hoped to master
those three kinds of text. The texts were taken from any texts on the mentioned themes from English books provided by the government, except English on Sky
that was being used as the main textbook in the school. By doing so, it is hoped that the students could get more variety of texts on the mentioned themes.
To support the students understanding of the reading being read, list of vocabulary is definitely needed. The vocabulary list was prepared to provide hint
for the students when they were confused with words in the text. By doing so, students’ confusion will be reduced and the number of students understanding the
text will be increased. The benefits of having the list of vocabulary was the
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students were easier in understanding the text since they have a kind of list of some words that they might not know the meaning.
Exercises in the module are one of the main activities which provide students with various kinds of exercises to promote their reading understanding.
The exercises consisted of reading text based on the text type completed with reading comprehension in various form. In this module, the students could find
matching, multiple choices exercises, and cloze test as the form of reading comprehension of the text.
Various kinds of exercises were selected to accommodate the level of difficulty of the questions so the students will not get bored facing one kind of
exercise for some sections. Multiple choices questions were used to present easy exercises even though it could be adjusted to present the difficult one. Moreover,
matching and cloze test were used in the exercises with medium up to high level of difficulty.
In this section, the students were introduced to some reading skills that might be very useful for them in understanding the reading text. In the module,
there were three skills being introduced to the students. Those were skimming, scanning and identifying topic sentence. The selection of those reading skills was
based on the suggestion from the teacher who really knew the condition and ability of the students. The selected reading skills to be added in the learning
material were the ones having easiest level of difficulty so the students would be easy in understanding it.
The material was presented in an interesting way so that the students could be interested in learning it. Completed with videos and exercises to check on the
