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The teachers explained that the students were active in English class. They loved to speak in a class. They were also very enthusiastic in speaking class.
Therefore, speaking class was a fun class for them. The teachers admitted that the students were active to learn English through a group activity. Sometimes, teacher
gave them a task to be done in group to increase their motivation. However, most students had a problem to enjoy reading class so that the teacher must think creatively
before they taught them in that skill.
b. Learner Characteristics
The data of learners’ characteristics were collected by analyzing the questionnaire distributed to 73 students in eleventh grade. The students were science
class students who came to the class when the questionnaire was distributed. The results of the questionnaire indicated that students’ motivation in learning English
was high. The data showed that 82 or 60 out of 73 respondents stated students loved to learn English in SMA Pangudi Luhur Yogyakarta. Mostly, they had the
motivation to learn English because they would need English for their future job, going abroad, and college. While the others loved to learn English because English
was cool and unique. The results of the questionnaire indicated that the students or respondents had
motivation to learn. Most students 64 or 46 out of 73 students stated that they had many difficulties in reading class but they also stated that actually they enjoyed the
class 68 or 50 out of 73 students. The reason why they loved reading class was the fact that they learned many vocabularies from it 57 or 42 out of 73 students.
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There were only 10 students or 13 who stated that there were some activities in reading class. Then, the reason why the students felt difficult to learn English in
reading class was that the vocabulary and uninteresting topic 65 or 48 out of 73 students. The data showed that most students 56 or 41 out of 73 students thought
that the exercises in reading class were monotonous and boring. Meanwhile, the students stated that they expected to have various activities in reading class, such as
watching video 82 or 60 out of 73, games 78 or 57 out of 73, group project 69 or 50 out of 73, and presentation-discussion 62 or 45 out of 73. These
expectations helped the researcher to design the reading materials and activities to accommodate them in learning English well. In other words, the researcher would
develop some activities based on students’ expectation. The questionnaire results showed that reading topics also influenced the
students’ motivation in learning English 60 or 28 out of 46 students. It could be said that people would learn better if they firstly loved the subject. The researcher
provided a list of topic then the students chose the topic that they were most interested in. They top five were: music 74, sport 49, mystery and legend
45, lifestyle 36, technology 36. These topics of interests would be considered as the theme of the lesson units. However, not all the topics will be used
in the lesson units. For example, the researcher omit the sport topic through several considerations because there are only four units in the designed materials.The
researcher also combined the topics, such as music and lifestyle. Then, the detailed results of the questionnaire could be seen in Appendix D.
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c. Support Services
