learning outcomes that were stated in the indicators could be achieved at the end of the class.
3. Developing the Product
Developing the product is the next step the researcher did after stating the objectives. To develop the designed learning model, the researcher needed to
make the framework of material design. The following table describes the framework of material design.
Table 4.6 The Framework of Material Design
Unit topic Comprehension
skills Comprehension
strategies Exercises
meeting 1
Introducing myself
Character setting
Visualization True False:
first letter to pen pal
2 hour s
2 What time
is it? Prediction,
Sequence Make
connection, Organization
Multiple choices:
birthday from Japan, daily
routines, my favorite
subjects 2 hours
3 People
around me Prediction,
Make inference Ask Question,
Make connection
Multiple choices: jobs,
family 2 hours
4 Things
around me Make inference
Make connection
True false: my
classroom, my house,
my backyard. 2 hours
5 My
interesting town
Main Idea details,
Theme Determine
important information,
Visualization Multiple
choices: Public places
2 hours
6 How nice
they are Theme,
Sequence Visualization,
Organization Multiple
choice and Word order:
physical appearance
2 hours
and personal appearance
describing people,
describing animals, and
describing things
7 What do
you do every
morning? Prediction
Make connection
Multiple choice:
Analyzing people’s and
animals’ behavior
around me. 2 hours
8 NO
SMOKING Visual
Information Determine
important information
Multiple choices:
notice and instruction
2 hours
All topics in table 4.13 were selected from the English syllabus for junior high school grade 7. Each topic was developed into one unit. Therefore, there
were 8 units included in the designed learning model. The reading strategies were adopted from Zwiers 2010 including make connections, visualization,
organization, determine important information, and ask question see chapter 2. There were three sections that were designed in one unit. They were
Presentation Section, Check Your Understanding Section, and Exercise Section. Presentation Section consists of the materials deal with each topic. In this section,
the students were instructed to read the material and understand the content well. Once the students finished with the Presentation Section, the students were
instructed to check their understanding in the second section, Check Your Understanding Section. In this section, the students were given 5 questions for
multiple choices and 10 questions in true false activity. In this section, the
students may apply what they have read into completing and discussing the questions. The discussion may be conducted between peer or among peers with
the teacher’s guidance. The next activity that was instructed to the students was Exercise Section. All
applications in Exercise Section were designed by Dwijatmoko 2015. The researcher only modified and adjusted the content with the suitable one for the
students in grade 7. The application was facilitated with response and score that made the application became interactive. Lastly, as the follow-up activity, the
researcher adapted Mytext PowerPoint Application for the students. This application was designed to practice writing. The detail description about the
presentation of the learning model was explained in section B of this chapter.
4. Product Validation
