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Those suggestions were used to make some improvements of the materials. However, the writer did not include all of the suggestions. The writer only took some
of the respondents’ suggestions since not all of the suggestions given were relevant to the writer’s idea. Those ideas were that the fables should have been equipped with
the listening part in order to make the students familiar with the animals sound, and as the post reading, the students were asked to make animals using origami paper.
The improvements made by the writer were providing sample answers at the beginning of the exercises, developing the pre-reading, whilst reading and post-
reading questions, correcting unclear instructions, giving key words or guided questions before asking the students to make short dialogues or short paragraphs, and
providing narrative stories as pre-reading activity or as one of comprehension questions.
C. Materials Presentation
To answer the second question in the problem formulation, the writer presents the designed materials. There are eight units presented to the first grade
students of SMP N 3 Sleman. They are: 1. The Hare and the Tortoise
2. The Town Mouse and the Country Mouse 3. The Ant and the Dove
4. The Hungry Wolf and the Fox 5. The Lion and the Mosquito
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6. The Thirsty Crow 7. The Fly and the Bull
8. The Monkey and the Dolphin
Each unit is divided into three parts; that is, Warming-up, Let’s Read, and Cooling Down. The exercises in each part are various and graded. In other words,
the steps of the difficult exercises are graded from the simple ones to the complicated ones. The complete presentation of the set of supplementary reading instructional
materials for the first grade students of SMP N 3 Sleman can be seen in Appendix 9.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions. The conclusions are drawn from the results and discussion in Chapter IV which is used to answer the first
question in the problem formulation. The suggestions are proposed to the English teachers, especially Junior High School teachers, and other researchers in the future.
A. Conclusions
The aim of this study was to answer the two questions formulated in the first chapter, namely how a set of supplementary English reading materials using fables
for the first grade students of SMP N 3 Sleman during second semester period is designed and what the set of supplementary instructional reading materials using
fables for the first grade students of SMP N 3 Sleman during the second semester period looks like. Therefore, in order to answer the first question, the writer adapted
and combined Kemp’s, Yalden’s, and Borich’s instructional models to make one design model as the framework of the theories. It is conducting needs analys is,
formulating goals, topics, and general purposes, specifying learning objectives, listing the subject content, selecting teaching learning activities and resources,
evaluating materials, and making revision. After distributing the questionnaires and conducting the interview with some
respondents, the writer obtained data. The data obtained from the questionnaire said that most of the respondents gave positive responses to the designed materials. This
