conducted the interview to one of the tenth grade English teachers of SMA STELLA DUCE 1 Yogyakarta. Then, the writer distributed questionnaires to the tenth grade
students of SMA STELLA DUCE 1 Yogyakarta. There are two sections to discuss in this step, i.e.; the results of the interview
and the results of the pre-design questionnaire.
a. The Results of the Interview with the English Teacher
The first step conducted in the Research and Information Collecting was interviewing the tenth grade English teacher of SMA STELLA DUCE 1 Yogyakarta.
There were fourteen questions to ask. It is attached in Appendix B. The tenth grade English teacher gave valuable information that the students had problems in the
reading lesson; reading skill was considered as a second-class activity since the students considered that the lack of vocabularies hindered their comprehension
mastery. Furthermore, the students did not enjoy the reading lesson since they were not comfortable to deal with longer texts. The teacher also stated that the students
were not involved in the selection of topics for their learning. In addition, the teacher considered that if the students were engaged in the choice of topics, they
would be more interested to learn English and also the results would be better. According to the teacher’s statements, the students had been introduced to
some reading strategies, such as giving prediction based on the picture, formulating one or two questions and guessing the meanings of the vocabularies, although the
results were not satisfying. The practice of the reading skill strategies was not sufficient since the learning focus of the tenth grade was on speaking and writing
skills. Based on the results of the interview, it could be concluded that there was an
urgent need to design the reading materials. Therefore, in this study, the writer
intended to design English reading instructional materials for the tenth grade students of SMA STELLA DUCE 1 Yogyakarta in order to develop the students’
reading comprehension mastery.
b. The Results of the Questionnaire Distributed to the Tenth Grade Students
The writer distributed a pre-design questionnaire to the tenth grade students of SMA STELLA DUCE 1 Yogyakarta. In the pre-design questionnaire, there were
fifteen questions which consisted of three semi-structured questions and thirteen closed-ended questions. The results of the pre-design questionnaire were attached
in Appendix D. According to the results of the pre-design questionnaire, the writer was able
to reveal some information. The pre-design questionnaire was divided into two parts; part A and part B. Part A consisted of five questions which was used to find
out the students’ reading abilities and interests, while part B consisted of ten questions which had a purpose in revealing the students’ reading comprehension
strategies. From the results of the pre-design questionnaire Part A, on the statement of
the students’ opinion about their reading abilities, one student stated that she was excellent at reading, fifteen students stated good, twenty students stated adequate,
and one student stated bad. Based on the opinion about English reading skill, thirty four students stated that reading was sufficient and three students stated easy. The
students also stated the factors which made English reading skill became difficult. Eighteen students stated that the factor was the vocabulary, five students stated the
grammar, five students stated the diction, eight students stated the length of the text, and six students added the pronunciation.
In the pre-design questionnaire part A, the writer provided twelve topics. They were Culture, Education, Modern Life, News, Technology and Science,
Biography, Film, Music, Caring for Nature, Sport, Health, and Mystery and Imagination. Concerning the choices of topics selected by the students, they
proposed eight topics. The topics were Culture, Modern Life, Film, Music, Health, Sport, Mystery and Imagination, and Caring for Nature. Regarding the English
reading sources used in the reading class, twenty two students stated that the teacher took the material from newspapers, eleven students stated magazines,
twenty six students stated text books, four students stated journals, twenty four students stated articles, and four students added folktales.
The results of Part B questionnaire, which aimed to find out the students’ reading comprehension strategies, showed some significant information. Among
37 students, most of them answered “sometimes” and “frequently” in most questions given. Regarding the first statement, twenty students stated that they
sometimes predicted what would be written on the text that they were going to read. Nine students stated that they frequently did prediction before they read the text.
The third statement dealt with the questions that were produced by the students after they read the passage. Thirty students stated that they sometimes
generated questions after reading a passage. Six students stated that they frequently formulated questions. In the sixth statement, seventeen students stated that they
sometimes predicted the meanings of the unfamiliar words or phrases from the reading passages. From the tenth statement, fourteen students stated that they
visualized the stories they read and sixteen students stated that they frequently visualized the stories.
Derived from the results of the Part B questionnaire, it can be concluded that the students had already carried out the reciprocal teaching strategies when they
were engaged in the reading processes. From the tenth statements given, the more the students answer “sometimes”, “frequently”, and “always”, the more the writer
knows that they have already been accustomed to these strategies. From this fact, it can be concluded that the students already used the reciprocal teaching strategies
although they were not aware of it. Therefore, it will decrease the students’ anxiety for not being able to do the tasks given.
2. Determining the Competency Standard, the Basic Competence, and the
