and then analyzing whether the statement is
true or false?
b. Yes, I do.
17 53.125
c. No, I do not really.
10 31.25
d. No, I do not.
2 6.25
27. Do you like matching
activities? a.
Yes, I really do. 1
3.125
b. Yes, I do.
19 59.375
c. No, I do not really.
11 34.375
d. No, I do not.
1 3.125
28. Do you like filling the
blanks activities a.
Yes, I really do. 3
9.375 b.
Yes, I do. 11
34.375
c. No, I do not really.
16 50
d. No, I do not.
2 6.25
29. Do you like discussion
activities? a.
Yes, I really do. 4
12.5
b. Yes, I do.
21 65.625
c. No, I do not really.
6 18.75
d. No, I do not.
1 3.125
30. Do you like summarizing
activities? a.
Yes, I really do. 5
15.625 b.
Yes, I do. 6
18.75
c. No, I do not really.
21 65.625
d. No, I do not.
1 3.125
31. Do you like arranging
jumbled sentences activities?
a. Yes, I really do.
11 34.375
b. Yes, I do.
20 62.5
c. No, I do not really.
1 3.125
d. No, I do not.
From the table above, it can be seen that summarizing cannot be included in the task-based supplementary English reading materials since it is not an interesting
activity for them. Answering the questions related to the texts, translating the texts, analyzing truefalse statements, matching, filling in the blanks spaces in the
sentences, discussion, arranging jumbled sentencesparagraphs activities may be included.
f Learners‟ role
Learners‟ role refers to the part that the learners are expected to play in order to carry out the learning tasks as well as the social and interpersonal relationships
between them. The role that they expect to play on the learning process is presented in the table below.
Table 4.11. Learners’ Role
No. Questions
Items f
P 32.
When you do reading activities, how do you
expect to finish the tasks?
a. Alone.
8 25
b. In pairs.
2 6.25
c. In groups.
19 59.375
d. Whole class.
3 9.375
33 When you find
problems during the reading activities, what
will you do? a.
I will ask my teachers. 2
6.25
b. I will ask my
teachers and friends. 16
50
c. I will open my books,
dictionary, or other resources.
14 43.75
d. I will do nothing.
Based on the data above, there are some considerations in providing supports in the supplementary reading materials. The reading activities that allow them to
complete the tasks in groups should be included in the supplementary reading materials. The English teacher and other students can be the source in finding
answers and information. They also can be the guidance or partner in playing games, discussion, etc.
2. The Course Grid
The next step of the materials development was writing a course grid. It was used as the guideline in developing the units of the materials. Some aspects such
as the results of the needs analysis, core competences, and basic competences have to be considered in this step. The course grid was developed by taking the
highest percentage in the results of the needs analysis. It was also developed by following the reading core competences and basic competences for Grade VII
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