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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
To answer the research questions, how English reading materials using Contextual Teaching and Learning CTL approach for the eleventh grade students of
SMA Pangudi Luhur Yogyakarta are designed and what the reading materials look like, the stages of presenting the design are elaborated in this chapter. There are five
stages: a research and information collecting, b planning, c developing preliminary form of product, d field testing result, and e main product revision.
A. The Process of Designing the Reading Materials
This part deals with the elaboration of the process of designing the reading materials. It includes the steps to design the English reading materials.
1. Research and Information Collecting
The researcher gathered the necessary information for developing the materials by interviewing English teachers of eleventh grade and distributing
questionnaire to the eleventh grade students of SMA Pangudi Luhur Yogyakarta. The acquired information consists of data concerning pre-assessment, learners’
characteristics and support services.
a. Pre-assessment
The pre-assessment data were acquired by interviewing two eleventh grade English teachers. The data include the English class, the students’ strengths and
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weakness, the limited techniques in teaching reading, and the lack of reading materials at school.
In the interview, the teachers explained that there were 6 six classes in grade eleven, 3 science class and 3 social class. Both of them had the equal time to learn
English in class although their competency might be different because mostly smart students were in science class. At school, students learned English separately. They
learned speaking, listening, reading, writing, and grammar not at the same time. Because of that, in a day they might learn speaking and listening and some English
grammars. The English teachers in each grade were also different. However, they had managed the English class well.
Although the curriculum gave more emphasis on the language performance rather than on the language competence, both teachers still taught English grammar in
class. Meanwhile, in order to reach the curriculum standard teachers needed many materials in teaching English, especially reading materials. In fact, in KTSP
Kurikulum Tingkat Satuan Pendidikan or School-Based Curriculum, students would learn English through many types of text. That is why, the teachers needed more
English reading materials and activities so that they would have various types of activities in teaching reading and directly applied it to their students. In the interview,
the teachers implied that they were lacking of reading materials and activities. Usually, they found it difficult to teach reading because of limited technique so the
class sometimes would be monotonous.
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The teachers explained that the students were active in English class. They loved to speak in a class. They were also very enthusiastic in speaking class.
Therefore, speaking class was a fun class for them. The teachers admitted that the students were active to learn English through a group activity. Sometimes, teacher
gave them a task to be done in group to increase their motivation. However, most students had a problem to enjoy reading class so that the teacher must think creatively
before they taught them in that skill.
b. Learner Characteristics
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