49
expected to have various types of reading materials to make the learning more interesting.
The high percentage shows the big number of students who are interested in certain topic. Based on that, the writer selected the top eight topics for designing the
materials. The data showed that the highest percentage was “Food and Drink”. It reached 84.4. “Hobby” and “Film” were 78.9. Music was 71. “My Story” was
68.4. “Family” and “My Idol” were 60.5. In other words, the selected topics were “Food and Drink”, “Hobby”, ”Movie”, “Music”, “My Story” “Family” and “My
Idol”.
b. The Data from the Interview
The writer conducted an interview with the first grade English teacher to gain some important information that was not covered in the questionnaire. The results of
the interview are presented in three parts.
1. The Teaching of Reading in Class
The first grade teacher explained that English subject was taught twice a week. The teaching lasted for two meeting periods in a day. One period took forty
minutes. Reading activities were always given in each unit. The teaching of reading was integrated with other language skills listening, speaking, and writing and
language elements grammar, vocabulary, pronunciation. For example, the teacher asked the student s to read aloud the text to check and practice their pronunciation.
Moreover, the teacher read the text for the whole class to improve the students’
50
listening skill. Questions and answers about the text became one way to gain reading comprehension. To increase speaking skill, the teacher sometimes asked the students
to retell the story by using their own words. Class discussion was aimed to analyze the grammar used in the text. The teacher used 40 English language in class.
2. The Student’s Competency, Motivation, and Learning Activities in Reading
According to the teacher, the students only had 40 reading comprehension. The students found difficulty in comprehending the reading materials because they
lacked vocabulary mastery. They could not find the whole meaning of the reading text. This condition made the students lacked motivation to read. The teacher stated
that students did several ways to find the meaning of difficult words, namely guessing pictures and finding synonym or antonym provided by the teacher, as well as opening
the dictionary. Whereas to increase the vocabulary mastery, the teacher suggested the students make a list of difficult words and asked them to find the meaning, synonym,
and antonym to become their own dictionary.
3. Designing a Set of Supplementary Reading Materials Using the Adaptation
of Language Experience Approach
The teacher noticed that the students lacked motivation to read. The teacher needed to find some new materials and techniques to motivate the students.
Therefore, the designing of supplementary reading materials is expected to be able to enrich the teaching reading references. The teacher believed that the students would
be motivated to read since the topics came from the students’ interest. Moreover, the
51
teaching reading techniques in LEA gives the students freedom to tell the personal experiences to be the reading text. It can be interesting activities for the students.
Stage 2: Determining Goals, Topics and General Purposes
Determining the goals is the basis for developing a set of supplementary reading materials by using the adaptation of LEA for the seventh grade students of
SMP N 8 Yogyakarta. In the existing curriculum, Kurikulum Tingkat Satuan Pendidikan KTSP
, goals are stated as competence standard. The goals of the designed reading materials are to enhance students’ enjoyment and motivation in
reading and to improve students’ reading skill. In order to achieve the goals, the writer selected eight topics to be presented in
each meeting. The teacher should formulate the general purposes or basic competences of each topic. The topics were selected based on the students’ interest as
obtained from the questionnaires. They are: Family, Hobby, Shopping, Food and Drink, Music, Movie, My Idol, My Story. After selecting the topics, the writer should
formulate the general purposes or basic competences of each topic. The basic competences are presented in Appendix F.
Stage 3: Specifying Learning Objectives
In KTSP, learning objectives are stated as “indicators”. The statements of indicators are needed to formulate what students should achieve in each meeting.
Moreover, indicators should be stated in terms of measurable students’ behavioral outcomes. The complete ind icators are described in Appendix G.
52
.Stage 4: Listing Subject Contents
The writer made a list of subject contents in order that the students are able to accomplish the learning objectives or indicators after each meeting. In considering
the contents, the writer should relate to the objectives and to the students’ needs. There would be five sections in each unit, namely Tell your Story Let’s Write and
Read It Explore Your Story Word Bank and Story Collections. The y would be elaborated in detail.
1. Tell Your Story
