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meaning and rhetorical way accurately, fluently and acceptable to access the knowledge by using various kinds of written language in daily life context in the
forms of report, narrative and analytical exposition.
B. Theoretical Framework
In conducting the study, the writer needs to have what she is going to do in the research as its base. The writer has some steps in analyzing the study. The first
step is conducting survey research by delivering questionnaire and conducting an interview. This is aimed to a clear description about what is actually needed by the
learners and what have been acquired by the students. Afterwards, the writer formulates the objectives of material design based on School Based Curriculum and
the topics. Then, the writer states the basic competencies and indicator based on School Based Curriculum that should be acquired by the students after undergoing
such learning experience. Next, the writer should design the subject content and select the appropriate teaching-learning activities and instructional resources by
considering the theories of integrating reading and writing. Here, the writer gives more focus on reading then writing as the follow-up activities. Having finished with
that, the next step which should be taken is evaluating the designed materials by delivering the questionnaire sheets to the chosen respondents. Eventually, the writer
revises and improves the designed materials after being assessed by the respondents.
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In designing reading materials based on intermediate English level novels for the eleventh grade of Senior High School in Tiga Maret, Yogyakarta, the writer
chooses Kemp’s and Yalden’s design models to be adopted as the framework. The Kemp’s model is chosen because of its feasibility to be used, effectiveness and
efficiency in achieving the goals and mainly because of its flexibility. The Yalden’s model is chosen because the writer needs the first step in Yalden’s model as the need
analysis. The other benefits are as follows:
The model can be allied in all educational levels, from elementary school up to college or university.
The model can be applied for an instructional unit or a single subject. The model is very flexible. This means that the designer does not begin the first
stage. The designer may begin from any stage because all stages are interrelated. The new framework is composed of eight elements, including conducting a
needs survey; determining goals, topic and purposes; learner characteristic; formulating specific instructional objectives; listing subject content; selecting
teaching and learning activities; support services; evaluating and revising. 1. Conducting a Needs Survey
A needs survey is considered important in order to learn the students’ needs, interests, problems, and motivation. The writer adopted this step from the Yalden’s
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model. For this purpose, the writer distributes questionnaires to the eleventh grade of Tiga Maret Senior High School, Yogyakarta to obtain some specific information
about the needs to improve their reading ability. These results are used as the starting point in developing the materials.
2. Determining Goals, Topics, and General Purposes The writer adopted Kemp’s model for the second step. According to Richard
1990: 3, the goal is used as a basis for developing specific outcomes of the programs, in this case is the designed set of materials. Moreover, the topics or themes
are chosen based on the necessity to achieve the goals. After determining the goal, there should be objectives to meet the achievement. Since the learning was in line
with the School based Curriculum, the writer uses terms, Basic Competence to replace the terms Objectives of this study.
3. Learner Characteristic In this study, Kemp states that to serve both group and individual means that
teacher must obtain information about the students’ capabilities, needs, and interests. 4. Formulating Specific Instructional Objectives
This step, adopted from Kemp’s model, deals with the specification of the indicators of what learners should achieve in every meeting. These objectives are set
in accordance with the topics that focus on reading based on literary themes. In this study, the writer uses the term “Indicators” which is used to replace the “Specific
Learning Objectives” in Kemp’s model.
5. Listing Subject Content
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This step, adopted from Kemp’s model, has the function of facilitating the achievement of each objective. There would be four parts in each unit Setting the
context, Reading the text, Responding to the text and Expansion to replace the pre- reading activities, while reading activities and post reading activities.
6. Selecting Teaching and Learning Activities To enable the students to acquire reading ability based on works of literature,
the resources should be prepared from novels which are appropriate and interesting for the age of the eleventh grade students of Senior High School. There also three
phases in teaching reading to help the students in reading comprehension. The first is Pre-reading activities, in this part, the students are asked to answer some questions
before they read the reading text. The second is While-reading activities; in this section the students are asked to read the reading text. Then, they will answer the
questions related to the passage. The third is Post-reading activities. In this part, the students are asked to answer some questions. This part includes speaking and writing
skills. Moreover, the writer tries to arrange the materials used as the needs survey that had already carried out in the first step. The writer uses language-based approach,
in which the students as the active participator whose job is to do tasks which will be helpful both to support their interpretation and to create communication in the
classroom. The writer adopted this step from Kemp’s model.
7. Support Services
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This step adopted from Kemp’s model. The designer coordinates support services, such as personnel, facilities, and schedules to carry out the instructional
materials into effect. Support services must be considered effective at the same time that the instructional plans are being made and materials being selected.
8. Evaluating and Revising The evaluation step, which comes from Kemp’s model, is done to observe the
students’ learning process, especially to learn whether the objectives are already achieved or not. It is also important to evaluate the whole design so that any
necessary adjustments can be made. Revising step, which comes from Kemp’s model is done to reach the final
design of reading materials from the final revision step.
The writer’s model can be seen as follows:
R E
V I
S I
O N
Conducting a Needs survey Determining Goals, Topics, and Purposes
Formulating Specific Instructional Objectives Listing Subject Contents
Learner Characteristic
Selecting Teaching and Learning Activities
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Figure 2.7: The Writer’s Model for Designing the Materials
CHAPTER III METHODOLOGY
This chapter focuses on the methodology used in the study to solve two problem formulations previously mentioned. The first method is to find out how a set
of English instructional reading materials using intermediate level novels for the
