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Basic Competences Learning Indicators
exposition accurately, fluently, and acceptably
in order
to access
information 5.2.3 Be able to identify the orientation, complication,
and resolution of a narrative 5.2.4 Be able to identify the topic and supporting
sentences of a passage. 11.1 Be able to respond to meanings in
short written formal and informal daily life texts i.e. banner, poster,
brochure, etc accurately, fluently, and acceptably.
11.2 Be able to respond to meanings and rhetorical steps in essays of daily
life narrative, spoof and hortatory exposition accurately, fluently, and
acceptably in order to access information
11.1.1 Be able to identify the main message in a banner. 11.1.2 Be able to identify the main message and
specific information in a poster 11.1.3 Be able to answer comprehension questions
correctly by understanding the content of the brochure.
11.2.1 Be able to identify the main idea of a passage 11.2.2 Be able to identify specific information of a
passage. 11.2.3 Be able to identify the orientation, complication,
and resolution of a narrative 11.2.4 Be able to identify the topic and supporting
sentences of a passage. 11.2.5 Be able to identify the twist of a spoof.
c. Listing Subject Content
From Table 4.3, there were 6 topics which should be learned by the students. They were bannerposterpamphlet, report text, narrative text, hortatory exposition
text, analytical exposition text, and spoof. In this design material, the researcher only focused on the text genre. In fact, the researcher would design 10 ten units of
reading material which consisted of 5 five topics. Those units and topics were materials which will be implemented and learned in the eleventh grade of senior high
school. Meanwhile, the themes were chosen based on the students’ need analysis result. The arrangement of the units could be seen in Table 4.4. However, because of
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the time limitation in doing this research, the researcher could not design all units completely. The researcher only designed reading materials consisting of 4 four
topics and 4 four units as the minimum requirement in Research and Design research see Table 4.5. The topics were report, narrative, hortatory exposition, and
analytical exposition. Then, each topic would be developed for two meetings. Those topics were divided into 4 four units whose themes for each unit
were taken from the questionnaire’s result. The themes of the units were: ocean, folktale, technology, and music-lifestyle. The themes were chosen by considering the
students’ interests and also the text genres. Legend and mystery was merged into folktale and music and lifestyle was also merged because of some considerations. The
arrangement of the topics can be seen in Table 4.5.
Table 4.4: The Organization of Subject Contents
No Unit Name
Theme Learning Topics
Semester
1 Let’s Go to Beach
Ocean Report
I 2
A Journey to the Outer Space
Outer Space Report
I 3
My Favorite Story is … Folktale
Narrative I
4 Don’t Be Afraid of the
Dark Mystery
Narrative I
5 Be Careful: Gadget
Attack Technology
Analytical Exposition
I 6
The Milk Power Health
Report II
7 Fairy Worlds
Fairy Tales Narrative
II 8
Korean Wave Music-Lifestyle
Hortatory Exposition II
9 Back to Live Back to
Nature Nature
Hortatory Exposition II
10 The Funniest Sport
Sport Spoof
II
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Table 4.5: The Final Organization of the Designed Materials
No Unit Name
Theme Learning Topics
Semester
1 Let’s Go to Beach
Ocean Report
I 2
My Favorite Story is … Folktale
Narrative I
3 Be
Careful: Gadget
Attack Technology
Analytical Exposition I
4 Korean Wave
Music-Lifestyle Hortatory Exposition
II
3. Developing Preliminary Form of Product
