Developing Preliminary Form of Product

60 Table 4.5: The Final Organization of the Designed Materials No Unit Name Theme Learning Topics Semester 1 Let’s Go to Beach Ocean Report I 2 My Favorite Story is … Folktale Narrative I 3 Be Careful: Gadget Attack Technology Analytical Exposition I 4 Korean Wave Music-Lifestyle Hortatory Exposition II

3. Developing Preliminary Form of Product

In developing the materials, the researcher applied the data of research and information collection, the principles of material developments, the theory of reading, and the Contextual Teaching and Learning approach. Teaching learning resources and tasks for each learning topic were selected based on competency standard, basic competences, and learning indicators. According to Pearson and Fielding’s as quoted by Urquhart and Weir 1988, there are three phases which are used in teaching reading p. 183. They were pre- reading activities, whilst-reading activities, and post-reading activities. These three phases of teaching reading were implemented by the researcher in designing the materials. There were three big phases in the designed materials. They were: A Pre- activity, which consisted of 1 Getting Ready, B Main-activity, which consisted of 1 Let’s Read I, 2 Let’s Read II, 3 Let’s Read III, and C Post-activity, which consisted of Review and Reflection. Pre-activity aimed to activate the students’ knowledge and motivate students’ interest toward reading text. There were some activities in the pre-activity such as 61 watching video, drawing pictures, telling a story, watching slide show, and discussion. It was aimed to prepare students for the main activities. In fact, the learning process would run well if teacher could conduct the pre-activity attractively. Main activity aimed to improve students’ understanding toward text. There were three main activities. Here, each activity has several purposes. The various activities were designed to accommodate the students in improving their reading skills and in achieving the learning indicators based on the basic competences. The focus of the main activity were improving text understanding, improving vocabulary, improving reading skills, identifying text organization, and building the criticalcreative reading ability. From those activities, creative reading was the most different one. In this activity, students would have a learning process through attractive activities in a group. The model of the learning was in a kind of outdoor activity so that students would do the project outside the class. The projects were various and fun for them. It could increase their motivation, spirit and creativity to learn English. In order to measure their understanding and their project, there would be a time to perform and present the result of their reading in front of class in the next meeting. The form of activities was also designed based on the elements of Contextual Teaching and Learning approach. In addition, according to Trianto 2009, the characteristics of CTL are: cooperation, supportive, fun, comfortable, powerful, integrated learning, and students’ active p.110. For example, in creative reading, students were not only to read but also to speak integrated in order to measure their 62 understanding. Then, post-activity aimed to review the lesson that the students have learned. In this phase, there was reflection which was added based on the last elements of CTL approach. The model unit of the designed material can be seen in Table 4.6. Table 4.6: The Model Unit of the Designed Materials UNIT Title Focus Activities Aims A PRE ACTIVITY Getting Ready Warming Up Watching videoslide-show, discussion, telling a story Activating student’s knowledge and motivating students’ interest toward reading text B MAIN ACTIVITY 1. Let’s Read 1 Understanding Text Comprehension Vocabulary Reading Skills a.Reading Aloud b. Questions and Answer c. True or False d. Filling the Blanks Improving students’ reading skills Measuring students’ understanding Measuring students’ understanding Improving students’ vocabularies 2. Let’s Read 2 Text Organization Jumbled-paragraph, wall-reading, running-reading, Attracting students’ attention to learn text organization through various activities games and improving students’ abilities in analyzing text 3. Let’s Read 3 Creative ReadingCritical Reading a. Creative Reading b. It’s Show Time Building learning activity, motivating students to read in creative way Measuring students’ understanding toward the text to see their reading result C POST ACTIVITY Review Reflection Students’ Reflections Discussion Reviewing and reflecting on the lesson that students’ have got The teaching learning resources of the designed reading materials were taken from teaching reference books, web articles, English text books, English newspaper, 63 and folktale books. The researcher also paid attention to the powerlevel of word, the topic and theme, and the grammar in selecting the reading passages. In selecting the passages the researcher could adapt, adopt, and modified the text to make it suitable with the learning goals. In fact, it was suitable with the theory of material development based on Hutchinson Waters 1987, p. 96. The learning activities in the designed materials were various. There were individual works, pair works, and group works. The individual works were applied in order to train the students to be more independent, the group works were applied in order to create the learning community and to build the fun learning based on the elements of CTL. The group works were also based on the questionnaire result that most students demanded to learn English in a group. Besides, a group activity was a place where students could share, discuss, and help each other. Moreover, various activities would attract students to learn. Tomlinson 1998, p. 8 states that materials will activate the learners when they can achieve the impact. The impact could be achieved through novelty, variety, attractive presentation and appealing content. Because of that, in designing material the researcher also focused on the novelty of the text, the variety of activities, the attractive presentation in each unit, and the interesting themes.

4. Preliminary Field Testing