Biology Subject at SMAN 3 Yogyakarta

KTSP. However, other linguistic components are the writer’s decision which is agreed to the target learners’ needs. 5. Producing pedagogical syllabus Here, the writer selects words and phrases which are appropriate to put into each topic. 6. Developing and implementing classroom procedures In this step, the writer develops the teaching learning activities as well as the exercises which will meet the learners’ objectives. In developing the activities, the writer takes some activities in theme-based teaching model Brinton, 1989:31-32 and some reading techniques Cushenberry, 1985: 87-91 7. Developing the materials addition This step is an additional step since the step is not presented clearly in Yalden’s model. In developing the materials, the writer applies materials design model from Hutchinson and Waters as the basis 1987:108-109. Nonetheless, the model is combined with reading activities proposed by Wallace 1992:114-122 and five-step approach in teaching reading in the content area Cushenbery, 1985: 58-61. The writer also adapts the materials by applying a principle of Plus Category Tomlinson and Masuhara, 2004:15- 16 which is called addition. The writer adds some exercises and activities to the materials which are suitable for the learners. Beside the principle, the writer applies a principle of Minus Category Tomlinson and Masuhara, 2004:15-16 which is reduction. The writer reduces the length, the difficulty, and the depth of the reading texts in order to obtain the appropriate reading PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI texts for the learners. In addition, the writer also applies a principle of Zero Category named reorganization Tomlinson and Masuhara, 2004:15-16. Here, the writer attempts to change the positions of texts and illustrations so that they will be more interesting. 8. Evaluating This step is conducted to gain feedback from evaluators towards the designed materials. Besides, the writer also conducts expert validation that is to validate the designed materials. To evaluate and validate the designed materials, the writer also distributes questionnaires and conducts interviews needed. 9. Revising After getting feedback, it is the writer task to revise and to improve the designed materials andor any steps which need revision and improvement without changing the described learning purposes. This step is in line with the recycling stage of Yalden’s model. The steps of designing a set of English reading materials for Biology teachers of SMAN 3 Yogyakarta which will be matched with the steps in research procedure of Research and Development R D study in the following chapter can be described on the following page. Conducting the needs survey Describing the purpose Developing the materials addition Evaluating Revising Developing and implementing classroom procedures Developing the syllabus Producing proto-syllabus Producing pedagogical syllabus : feedback line : continuing to Fig. 2.2 The Steps of Designing Materials Adapted from Yalden’s Model