The Indicators The Teaching Learning Experiences What to Evaluate, the Ways and Means of Doing It

2. The Indicators

In this study, the presentation of the learning objectives, stated as the indicators, are in table 4.2. The indicators are attached in Appendix F. Unit Topics Indicators 1 Culture At the end of the lesson, the students are able to: • Predict the content of the text based on the title and the pictures • Formulate questions related to the reading passage • List the unfamiliar words or phrases from the reading passage • Guess the Indonesian meanings of the unfamiliar words or phrases • State the main ideas and the supporting details • Rewrite the main ideas and the supporting details into one good paragraph • Identify the generic structures of a descriptive text Table 4.3 The Sample of the Indicators

3. The Contents

In this study, there were three activities proposed. The activities were based on the reciprocal teaching strategies, i.e.; prediction, question generation, summary, and clarification. Moreover, the activities proposed by Bonnie and Jean 2002: 85- 87, that is, Before Reading, While Reading, and After Reading activities were also used in this designed materials. Each unit of the materials consisted of three major activities. In Before Reading, prediction strategy was implemented and in While Reading, question generation strategy was used. Moreover, the writer implemented summary and clarification strategies within After Reading activity. The further discussions were as follows:

a. Before Reading

In this step, the purpose intended by the writer was to activate the students’ background knowledge which led them into further understanding about the topics. By having enough information about the topic, it aided the students to achieve better understanding. In the Before Reading activity, the possible activity was prediction. In this section, the students were asked to answer several questions which facilitated them to activate their background knowledge about the topics given. Furthermore, this Before Reading activity enabled the students to give predictions about what were discussed in the reading passage by looking at the titles and the pictures provided.

b. While Reading

This While Reading activity dealt with the students’ reading ability since the students were given reading passage and were expected to gain as much information as they could in order to achieve comprehension. Furthermore, the students used this section to confirm their predictions. The strategy utilized in this section was question generation since the students were expected to formulate questions which were based on the reading passage. This strategy led the students to one more step along in the comprehension activity. By generating question, the students identified important information in which it was used as the substance of the question. In this section, the students learnt to find the main ideas and supporting details which led them to a better understanding. The information gained in this section, enabled the students to draw inferences, conclusions, or make summary.

c. After Reading

In this After Reading activity, the main purpose of this step was to enhance the students’ understanding about what they read. The students strengthened their background knowledge with the new information from the reading passage. The strategies proposed in this step were clarification and summary. Clarification aimed to provide the students the opportunity to get better understanding on the unfamiliar vocabulary, unclear references, or difficult concepts which hindered their comprehension mastery. While, summary aided the students to identify, paraphrase, and integrate the important information from the reading passages. This strategy was supported by the question generation strategy. Both strategies required to the students’ ability in identifying the important information of the passage.

4. The Teaching Learning Experiences

The activities proposed in the designed materials were focused in the form of individual task without neglecting the form of team work, such as pair work and group work. The individual task was chosen since the students were expected to be more strategic, self-reliant, flexible, and productive in their learning process. They were responsible for their own comprehension mastery. By doing self-regulation toward their learning, the students enabled to monitor their progress and their improvements. However, the writer also proposed the teamwork in the designed materials. The aim of conducting the teamwork activities was to increase students’ interaction. The students exchanged and shared their ideas with different partners in order to gain a better understanding about the topics they learnt.

5. What to Evaluate, the Ways and Means of Doing It

The writer distributed the designed materials and the post-design questionnaires to the users and the experts. The users were two English teachers of SMA STELLA DUCE 1 Yogyakarta and the experts were two lecturers of English Language Education Study Program of Sanata Dharma University. Two English teachers and one lecturer held Undergraduate degree, while one lecturer had a Master degree S2. All of the participants had adequate teaching experiences, they had been teaching for more than four years. The descriptions of the participants are in the table below: Educational Background Teaching Experience Sex Group of Participants D3 S1 S2 S3 1 1 - 5 5-10 10 M F English Teachers - 2 - - - 1 1 - - 2 English Lecturers - 1 1 - - 1 - 1 - 2 Table 4.4 The Description of the Participants

6. The Evaluation of the Designed Materials