Good teaching material can be used to teach many aspects of language. Again, newspapers have this qualification. As stated by Pemagbi 1995:53
newspaper can be used to teach many aspects of language and communication skills. Editorials and gossip columns can be used to teach formal and informal
varieties of English; editorials and feature articles can provide passage for summary and comprehension; letters to editor can demonstrate good features of
letter writing. A newspaper may contain material for teaching various types of writing: description, analysis and synthesis, comparison and contrast and process
description; and they provide models of good written form: paragraphing, topic sentence, introductions, conclusions, etc.
Finally, newspapers present pedagogic structure. Evidence can be seen the following example of texts about a similar theme, i.e. accident but taken from
different sources. One is taken from a textbook and another is taken from newspaper.
II. CONCEPTUAL FRAMEWORK
In developing English learning materials for students of SMA N 2 Ngaglik, the researcher makes English learning materials using newspaper to
fulfil their needs. Developing materials must be based on same related literatures and learners’ needs. To develop the materials, this research has many steps; they
are conducting need analysis, writing course grid, writing the first draft of the materials, getting experts’ validation, and writing the final draft of the materials.
In this research, the researcher uses questionnaire that is purposed for the students
of SMA N 2 Ngaglik. The observation is done in the early stage. The researcher collected the information about the lack of materials. Therefore, the researcher
tries to design materials to enable students have better reading skills. In order to facilitate the students of SMA N 2 Ngaglik, the researcher
designs English materials. A need analysis is conducted prior developing materials to analyze the learners’ needs, the learning needs, and the target needs.
The result of the need analysis will be used to determine the aims, objectives, input, and kinds of activities the learners will be using the language for. This
information, taken together, is used to design an effective unit design as the basic of developing effective materials. The materials should be developed as far as
possible based on the principles of materials. Units organize what the students learn in ways that help them to learn. Units are constructed around a theme which
supports a teacher’s overall goal. The unit has a number of tasks or activities. The types of tasks and activities have to reflect the nature of language, language use,
and language learning. They must be organized as an efficient basis for second language learning. There are some components of task: goal, input, procedure,
teacher, and learner roles and setting. Task should be arranged graded and sequenced in such a way that it can help the students to learn English easily and
effectively. After the materials are developed, material evaluation should be done. Finally, the output of this study is a set of English reading materials for SMA.
CHAPTER III RESEARCH METHOD
A. Model of Development
The study is classified as a Research and Development RD research study, the purpose of the study is to develop a product that can be used is an
educational program. Educational research and development RD is a process used to develop and validate educational products Borg 1983:772.
The products of the study were developed and validated by following the methodological steps in the Research and Development study. The
methodological steps of RD refer to the RD cycle. This cycle consists of studying research findings related to the product to be developed, developing
the product based on these findings, field testing it in the setting where it was used eventually, and revising it to correct the lacks found in the filed-testing
stage. This cycle is repeated until the field test data indicates that the product meets its behaviorally defined objectives Borg and Gall, 1983: 775.
B. Research Procedure
The procedure of this research consisted of six steps. These steps are proposed by Gall, Gall, Borg 2003 and Masuhara in Tomlinson
1998:247. It was started by conducting needs analysis, designing a course grid, developing two units of English learning materials, and obtaining the
assessment from the expert. The final step was writing the final draft.
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