No Topics
Indicators
4 Myth
The students are able to: Identify the generic structure of a myth.
Discuss the words meaning in the myth Describe what myth is.
Use the gambit in order to request restating and restate Use modals corectly past form in writing a narrative
Write a summary of the story 5
Horror Story The students are able to:
List the words meaning in the horror story Write sentences using the difficult words found
Describe what horror story is. Use the gambit in order to ask and offer advice
Use conjunction correctly in writing a narrative Use time transition words appropriately in writing
narrative Write the continued of the story
6 Short Story
The students are able to: Discuss the words meaning in the short story
Write questions from the short story and answer other’s questions
Describe what short story is. Use the gambit in order to interrupt, illustrate and correct
themselves Use direct speech in writing a narrative
Write a story based on the comic strip or pictures individually
7 Romance
The students are able to: Discuss the words meaning in the romance
Describe what romance is. Use the gambit in order to ask for clarification and check
understanding Use past continuous correctly in writing a narrative
Mention the types of narrative Write a romance in groups
8 Legend
The students are able to: Mention the legends in Indonesia and their origins
Read the play script fluently Describe what legend is
Describe a play and its points Use the gambit in make a conclusion
Use past perfect tense correctly in writing a narrative Write a legend individually
Write a play script based on the legend chosen in groups PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Listing the Subject Contents
The next step was listing the subject contents. Subject contents are lists of activities that the students have to do. Indeed, the writer listed the subject contents
based on the theory of Cooperative Integrated Reading and Composition CIRC. The writer divided the subject contents of the designed materials into five parts in
each section. They are Let’s Think First, It is Time to Read, How to Say it?, Grammar Focus
and Write Your Story. Let’s Think First
was pre-activity to activate students’ prior knowledge and to introduce the topic. It’s Time to Read was the main activity where students
did reading activity. How to Say it? was the part in which the students learn the suitable expressions in using language in discussion. Grammar Focus was the
activity to learn grammar found in the reading text. It is needed in order to comprehend the reading text well and to produce the good composition. Write
Your Story was the last activity in which the students write a composition after
they get the model from the reading text.
5. Designing the Learning Materials
The writer designed a set of integrated English instructional materials based on the Cooperative Integrated Reading and Composition CIRC theory for
the eleventh grade students of SMA Negeri 4 Yogyakarta. Moreover, the theories of reading and writing process were considered in developing the teaching
learning activities. Those theories were analyzed considering the CIRC theory, so that the teaching learning activities can really help the students achieving the
objectives. The details of the designed materials were presented in Appendix I. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6. Evaluating the Designed Materials
After constructing the designed material, the writer conducted evaluation survey. It is important to evaluate the whole design so that any necessary
adjustment can be made. In this evaluation step, the writer distributed the second questionnaire to the respondents. The respondents were two English teachers of
SMA Negeri 4 Yogyakarta and a lecturer of English Language Education Study
Program of Sanata Dharma University. The respondents were expected to give their evaluation and feedback on the designed materials. Then, the writer
calculated the results using the mean as central tendency. The data gained were presented in Table 4.4.
Table 4. 4 The Data of Respondents’ Opinion Central
Tendency No.
Respondents’ Opinion on N
Mean
1. The basic competencies are well formulated.
3 3.33
2. The indicators are well formulated.
3 3.00
3. The indicators are able to support the achievement of
basic competencies. 3
3.33 4.
Cooperative Integrated Reading and Composition CIRC is really developed in the existing materials.
3 3.00
5. The activities using Cooperative Integrated Reading
and Composition CIRC help the students to develop their reading and writing skill.
3 3.33
6. The learning activities facilitate the students to develop
their communicative competence in groups. 3
3.00 7.
The topics are well selected and arranged. 3
3.67 8.
The topics are interesting for the students to read and write.
3 4.00
9. The instructions are simple or easy to understand.
3 3.00
10. The language skills reading and writing skill, which
are emphasized on the materials are well developed. 3
3.00 11.
The reading text which functions as a model help the students to write better.
3 3.00
12. The media pictures used in the designed materials can
3 3.67
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