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
Topics
From the results of the diagnosis of needs, there were eight topics chosen by the tenth grade students. After selecting the topics, the writer determined the texts.
The texts were taken from the internet and the choices of texts were based on the topics. The arrangement of the topics was based on the level of difficulty and the
interrelation of each topic. After determining and stating the topics, the next step to conduct was to
determine the competency standard and the basic competence for each unit. The competency standard and the basic competence were based on the Curriculum
2006 KTSP. The purpose of these designed materials was to develop the students’
comprehension toward the English reading passage. Nevertheless, the students were also expected to develop their vocabulary mastery and other language skills
speaking, listening, and writing. Therefore, the goal of the course was to develop
the students’ comprehension toward the English reading skill with the attention that at the end of the meetings the students are able to communicate in English as in the
real life in the context of daily life.
3. Formulating the Indicators
After determining the competency standard and the basic competencies for each unit, the next step was to determine the objectives for each unit which were
stated as the indicators. The competency standards and the basic competencies were derived from the Curriculum 2006 KTSP.
4. Determining and Organizing Contents
In this study, the subject contents were based on the results of needs survey, competency standards, basic competencies, topics, and indicators. Furthermore, the
strategies offered by reciprocal teaching were also used in this step, that is, prediction, question generation, summary, and clarification. The activities
proposed by Bonnie and Jean 2002: 85-87, were also used to determine and organize the contents of the designed materials. The activities were pre-reading,
while-reading, and after-reading activities.
5. Determining and Organizing Teaching Learning Experiences
