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C. The Revision and Improvement of the Designed Materials
Based on the data presentation of the descriptive statistics, the grand mean was 4. It can be concluded that the designed materials were acceptable and
appropriate. However, some revisions and improvements were still carried out based on the respondents’ suggestions. The writer would not make any revision and
improvements towards certain points which the writer considered unnecessary. 1.
The writer did not provide any lesson plan. The writer replaced it by “Teacher’s Manual”. The explanation of time allocation could be seen in the preface of
“Teacher’s Manual” called “How to Use the Book”. Basic competences, Indicators, and learning activities were presented in each unit.
2. The writer provided model of texts for each topic. Therefore, the students could use it as a model to develop their idea in creating their own texts.
3. The writer added more activities which involved other skills tha n reading.
4. The writer added some vocabularies in section “Word Bank and Story
Collections”. 5.
Some grammar pit stops were added. 6.
The writer related the materials to the existing curriculum. 7.
The writer re-checked the grammatical mistakes and mistyped words. 8.
The too-bright colored-fonts have been changed into more eye friendly colors. 9.
The last, the writer made the more neat layout.
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D. Presentation of the Final Version of the Designed Materials
To answer the second question in the problem formulation, the writer presented the final version of the designed materials. The writer provided “Teacher’s
Manual” and “Students’ Book”. “Teacher’s Manual begins with “How to Use the Book”. It gives guidance to teachers who want to implement the materials in
teaching. The book provides teacher’s instructions, tape scripts as well as the answer keys. The basic competences and indicators are stated in each unit.
“Students’ Book” is intended for the students. There are 8 topics; they are: 1.
Family 2.
Hobby 3.
Shopping 4.
Food and Drink 5.
Music 6.
Movie 7.
My Idol 8.
My Story Each unit is preceded by an activity called “Prior Project”. The students are
asked to complete the information in Language Experience Charts before the lesson begins. Each unit consists of four sections, namely:
1. Tell Your Story
2. Let’s Write and Read It
3. Explore Your Story
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4. Word Bank and Story Collections
The detailed and complete version of the designed materials can be seen in Appendix J.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents two major parts. The first part is the conclusions of the study and the second part is the suggestions.
A. Conclusions The study aims to design a set of supplementary reading materials using
the adaptation of Language Experience Approach for the seventh grade students of SMP N 8 Yogyakarta. In order that the purpose of the study could be attained,
there were two problems to be solved. The first is how a set of supplementary reading materials using the adaptation of Language Experience Approach for the
seventh grade students of SMP N 8 Yogyakarta is designed and the second is what the designed set of materials looks like.
To solve the first problem, the writer combined two instructional design models namely Kemp’s model and Yalden’s model. The writer combines the three
similar or the same stages, namely description of purposes, evaluation, and revision. Then, the writer adapts four steps of Kemp’s model. They are
determining goals, topics, and purposes, stating learning objectives, stating subject contents, and selecting teaching learning activities and materials. The
writer also takes two important stages of Yalden’s model which could not be found in Kemp’s model, namely needs survey and development and
implementation of classroom procedures. The steps are rearranged as follows: conducting a needs survey, determining goals, topics, general purposes, stating
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