The main lesson consists of a series of reading tasks. The tasks are designed to lead the students to achieve the competences that had been decided. In
arranging the tasks, the steps in the scientific method stated in Curriculum 2013 are adapted. These steps are observing, questioning, collecting, analyzing, and
communicating. The three last steps are combined in order to make the students carry out the task more easily.
The next part of the unit is reinforcement. It consists of homework evaluation, reflection, summary, and vocabulary list. This part aims to give a
chance for the students to have more practices, to evaluate themselves and measure their achievement, to recognize their own success and lack in the learning
process of reading, to recall what the students have learned from the unit, and to help the students to find the meaning of vocabulary they do not know before.
The last part of the unit is an intermezzo. In this part, some facts which are related to the topic of the unit are provided.
This aims to cool down the students’ mind after accomplishing all the tasks in the unit.
B. Suggestions
Based on the conclusions from this research, the researcher proposes the following suggestions.
1. For Grade XI Students of the Patisserie Expertise Program In order to improve their English skills especially in reading, Grade XI
students of the Patisserie Expertise Program who are going to use the developed materials are suggested to actively participate in the teaching and learning process
and do the tasks accordingly. Furthermore, they should not only depend on the available learning materials. To get more benefit from their reading, they need to
involve themselves in extensive reading. 2. For English Teachers of the Patisserie Expertise Program
To achieve the goal of teaching reading, in using the developed materials, the teachers should create a good atmosphere in the classroom, play the roles that
their students expect, and encourage them to read. It is also suggested that the teachers need to create interest in the topic and tasks to get students to read
enthusiastically. Moreover, giving some feedback to students is important to check whether they have completed the tasks successfully or not. In addition, if
the teachers want to provide more reading exposure for students, they should find the texts which are relevant to the students’ expertise program.
3. For Other Materials Developers For those who want to develop other learning materials, it is suggested that
they have to pay attention to the learners’ needs. Then, in designing learning materials, materials developers need to be creative. The presentation and layout of
the materials should engage the students’ interest. More importantly, the
appropriateness of language and content must be taken into consideration.
95
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APPENDICES
99
APPENDIX A
The Needs Analysis Questionnaire
JURUSAN PENDIDIKAN BAHASA INGGRIS FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI YOGYAKARTA Alamat: Karangmalang, Depok, Sleman, Yogyakarta, 55281
Kepada Siswa-siswi Kelas XI Program Keahlian Patiseri
SMKN 6 Yogyakarta Di tempat
Saya, Laely Rachmawati, mahasiswa program sarjana Jurusan Pendidikan Bahasa Inggris UNY sedang mengadakan penelitian untuk mengembangkan
bahan ajar guna menyelesaikan tugas akhir skripsi. Penelitian saya adalah tentang pengembangan materi Bahasa Inggris untuk siswa kelas XI Jurusan Patiseri.
Sehubungan dengan hal tersebut, saya mohon Anda dapat meluangkan waktu untuk mengisi angket yang saya berikan sesuai dengan keadaan yang
sebenarnya. Jawaban yang Anda berikan akan dijamin kerahasiaannya dan tidak akan mempengaruhi nilai mata pelajaran Bahasa Inggris Anda.
Atas kesediaan dan bantuan Anda untuk mengisi angket ini, saya ucapkan terimakasih.
Peneliti,
Laely Rachmawati NIM. 12202241017
ANGKET ANALISIS KEBUTUHAN SISWA UNTUK PENGEMBANGAN MATERI PEMBELAJARAN BAHASA
INGGRIS SEKOLAH MENENGAH KEJURUAN PROGRAM KEAHLIAN PATISERI KELAS XI
A. Identitas Responden
