2 Providing Essential Background Information
Adequate preparations for reading a piece of text include helping students either recall or acquire necessary information to comprehend it. It is very effective
phase in reading activity, which it helps students to understand the text. This preparation may be provided in the form of pre-reading activity.
3 Establishing Purpose of Reading
The purpose of reading should be established first before starting to read. The purpose of reading is not only to get information but also to get adequate
comprehension. Establishing the purpose of reading will make the reading more meaningful.
e. Reading Materials
According to Simanjuntak 1988: 31-33, in preparing reading materials for the reading lesson, some points of view need to be considered.
1 Readability
A text should be at the right level of difficulty for the students. Both aspects of reading, linguistic difficulty and semantic relevance, should be weighed
before it is selected for use. The combination of structural and lexical difficulty is readability.
2 Suitability of Content
Before the teacher selects reading materials, a need survey is needed to obtain information concerning students’ characteristics. The teacher may use the
following guidelines:
a. Will the text do one or more of these things?
b. Does the text challenge the students’ intelligence?
If there are new lexical items, are they worth learning at this stage and not too much?
c. Does the text enable the teacher to ask good questions?
3 Exploitability
When the teacher exploits a text, he uses it to develop his students’ competence as a reader. Every text the teacher handles in the reading course helps to move the
students toward the goal. To sum up, in preparing reading materials, those experts consider some
aspects that are similar. They are the reader’s interest, and the relevant vocabulary or language.
The curriculum for the eleventh grade students of SMA Santo Bernardus Pekalongan is school-based curriculum. School-based curriculum is employed in
semester one and semester two as the basis in determining the goals and general objectives of the program.
The general objective required in this study is to understand the meaning of short functional text in the form of narrative, explanation, and discussion in the
context of daily life and to access knowledge. Meanwhile, the specific objectives required in this study are:
1 to respond to the meaning of short functional text banner, poster, pamphlet
formally and informally used in written text accurately and fluently in the context of daily life,
2 to respond to the meaning and generic structure in an essay used in the text
accurately and fluently in the context of daily life and to access knowledge in the form of report, narrative, and analytical exposition,
3 to respond to the meaning of short functional text banner, poster, pamphlet
formally and informally used in written text accurately and fluently in the context of daily life,
4 to respond to the meaning and generic structure in an essay used in the text
accurately and fluently in the context of daily life and to access knowledge in the form of narrative, spoof, and hortatory exposition.
B. Theoretical Framework
To design a set of reading materials, the writer adopts Kemp’s instructional design model. Kemp’s instructional design model steps are then
taken as the framework in developing the instructional materials.
1. Identifying Learners’ Characteristics
In this step, the investigation of the learners’ characteristics is needed in obtaining information about students’ capabilities, needs, interests, learning styles,
and learning conditions. The data on learners’ characteristics are important to establish realistic and acceptable objectives.
2. Conducting Pre-assessment
This step is aimed at acquiring the information about students’ background knowledge. The data are valuable to determine students’ readiness and the level at
which the program should be set or started.
