4 The layout of the designed materials was not interesting.
5 In Before Reading activity, the writer needed to add some questions which help
the students activate the students’ background knowledge rather than only provide one question for the students to give predictions based on the picture
and the title. 6
In While Reading activity, the task numbering needed to improve since there were many tasks and the separation of each task was not clear. Moreover, the
numbers of questions needed to be limited since five questions for each task would bring boredom for the students.
7. The Revision of the Designed Materials
Based on the results of the evaluation, the writer conducted the revision.
a. Responses to the Participants’ Evaluation
Based on the results of the post-design questionnaire, the writer adopted some suggestions from the participants to improve the designed materials. Furthermore,
the writer revised the materials based on the accepted feedback and suggestions. The revisions on the designed materials are:
1 After conducting a try-out pilot study, some necessary adjustments were
conducted. The main concern was on the time allocation. Therefore, the writer changed the time allocation in each unit from 3x45 minutes 135 minutes into
4x45 minutes 180 minutes in order to give the students more time to complete the tasks.
2 The writer added some pictures and colours to the layout to make it more
interesting and to avoid the students’ boredom.
3 The writer added the numbering system of each task to make it clearer and
more understandable. 4
In Before Reading activity, the writer added five cues questions in order to help the students activate their background knowledge on the topics. Moreover, the
writer gave one question which asked the students to give predictions based on the title and the illustrations.
5 The writer decreased the questions in While Reading activity from five to three
questions to avoid the students’ boredom.
b. The Presentation of the Designed Materials
After doing some revisions and improvements on the designed materials, the writer presented the final version of the reading instructional materials. There were
eight units developed in this design. The time allocation of each unit was revised from 3x45 minutes 135 minutes into 4x45 minutes 180 minutes since 3x45
minutes 135 minutes was not sufficient to accomplish one unit. In addition, there are three activities proposed in each unit. They are Before Reading, While Reading,
and After Reading activities. The strategies of reciprocal teaching are implemented within the three activities. The prediction strategy is proposed in the Before
Reading activity, the question generation is implemented in the While Reading activity, and the summary and clarification strategies are applied in the After
Reading activity. The choices of topics, the reading texts, the sections and the sub- sections are attached in Appendix G. The final revision of the designed materials is
attached in Appendix J.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, there are two sections to discuss. The discussions are about the conclusions and suggestions. The first section consists of the conclusions of the
study. The second section is about the suggestions for the English teachers of SMA STELLA DUCE 1 Yogyakarta and future researchers.
A. Conclusions
The aim of conducting this study was to design English reading instructional materials based on reciprocal teaching strategy for the tenth grade
students of SMA STELLA DUCE 1 Yogyakarta. There were two questions to be answered in this study: “How are English reading instructional materials based on
reciprocal teaching strategy for the tenth grade students of SMA STELLA DUCE 1 Yogyakarta designed?” and “What do English reading instructional materials based
on reciprocal teaching strategy for the tenth grade students of SMA STELLA DUCE 1 Yogyakarta look like?”
From the results of the study, the writer concluded two major points. The first point, in order to answer the first question, the writer adapted Taba’s and
Kemp’s instructional design models and employed nine steps. The nine steps were: 1 conducting diagnosis of needs, 2 determining the competency standard, the
basic competence, and the topics, 3 formulating the indicators, 4 determining and organizing the subject contents, 5 determining and organizing teaching-
learning experiences, 6 designing the materials, 7 determining what to evaluate,
