f. The reading task should be more developed.
G. Revising the Materials
In this step, the researcher adapted Kemp’s step Revising the Materials
as the realization of RD . After obtaining the respondents’ evaluations on the
designed materials, the researcher revised the materials based on the feedback and suggestion of the respondents. Finally, after revising the materials, the
researcher presented the final version of the reading instructional materials. This step consisted two sections; Response to the Res
pondents’ Evaluation and The Presentation of the Designed Materials. Those were discussed as follows.
1. Response to the Respondents’ Evaluation
Dealing with the results of the second part of the Preliminary Field Testing questionnaires, the researcher agreed to revise materials based on
the suggestions given by the respondents which were suitable in order to improve the designed materials. Then, the researcher revised the
designed materials based on the accepted feedback and suggestion. The revisions were as follows.
a. The researcher revised the instructions for the tasks to make it
clear. b.
The researcher changed the position of the missing letter in the middle or at the end of the words based on cloze procedure to make
the tasks more in variety. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. The researcher reduced pictures that were unusable for the
materials. d.
The researcher presented the order letter in Unit 8 clearly. e.
The researcher developed the reading tasks more for each unit.
2. The Presentation of the Designed Materials
After revising and improving the designed materials, the researcher presents the final version of the instructional reading materials. There are eight
units developed in the designed materials . Each unit requires 2 x 45’. Every
unit consists of three sections and each section has a subsection. The first sections namely
Let’s Begin, the second section namely Let’s Practice, and and the last section namely
Let’s Finish the Lesson. Here, Interactive Model is implemented in the second section. The final revision of the designed materials
is attached in Appendix H. Therefore, the second question in the research formulation has been answered. The topics, the titles and sections are showed
in the following table.
Table 4.11: The Topics, the Titles, the Sections and Subsections of the Designed Materials
Units Topics
Titles Sections with the sub-sections
1 My New School My New School
Pre-reading Let’s Begin
Whilst Reading Let’s Practice
Post-reading Let’s Finish the Lesson
2 Home
Home Sweet Home Pre-reading Let’s Begin
Whilst Reading Let’s Practice
Post-reading Let’s Finish the Lesson
3 Market
At the Market Pre-reading
Let’s Begin Whilst Reading
Let’s Practice Post-reading
Let’s Finish the Lesson
Units Topics
Titles Sections with the sub-sections
4 Camping
Mom’s disapproval Pre-reading Let’s Begin
Whilst Reading Let’s Practice
Post-reading Let’s Finish the Lesson
5 Job
Cathy gets a Job Pre-reading
Let’s Begin Whilst Reading
Let’s Practice Post-reading
Let’s Finish the Lesson 6
Memo What is Memo?
Pre-reading Let’s Begin
Whilst Reading Let’s Practice
Post-reading Let’s Finish the Lesson
7 Application
Letter Urgently Required
Pre-reading Let
’s Begin Whilst Reading
Let’s Practice Post-reading
Let’s Finish the Lesson 8
Business Letter Order letter and
Complaint letter Pre-reading
Let’s Begin Whilst Reading
Let’s Practice Post-reading
Let’s Finish the Lesson
63
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter discusses conclusions and suggestions of this research. Fisrt, the researcher provides the conclusions of the research. Second, the researcher
provides suggestions for the English teachers who will implement the designed materials and also fir other researchers who would like to conduct the same type
of research
A. Conclusions
The purpose of this research is to design a set of English reading materials using Interactive Model for the tenth grade students of SMK BOPKRI 1
Yogyakarta. There were two problems in this research. First, how a set of English instructional reading materials using Interactive model is designed. Second, what
a set of English reading materials using interactive model looks like. To answer the first question, the researcher combined the instructional
design model from Kemp with RD. The result of adaptation was five stages in designing the materials. The first step was Research and Information Collecting.
In this step, the researcher included one step of Kemp namely Learner characteristics. The second was Planning. This step consisted of two sub step
namely goals, topics and general purposes and learning objectives. Next, the third step was Develop Preliminary Form of Product. This step also consisted of two
sub step namely subject content and teaching learning activities and resources. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The fourth step was Preliminary Field Testing. The last step was Main Product Revision.
To obtain the data, the researcher distributed questionnaires for the tenth grade students of SMK BOPKRI 1 Yogyakarta. These questionnaires were
intended to obtain the students’ difficulty toward reading and the learners’ strategy to understand the reading subject. In addition, the researcher conducted
an interview with the English teacher in order to find out teacher’s difficulty in teaching reading and teacher’s strategy to teach reading. Next, the researcher
developed goals, topics, and general purposes and specify learning objectives based on the data obtained in the previous steps. Then, the researcher designed the
materials. In order to complete the designed materials, the researcher distributed questionnaires to two lectures of English Language Education Study Program
Sanata Dharma University Yogyakarta, two English teacher of SMK BOPKRI 1 Yogyakarta and one English teacher from SMK N 4 Klaten. The result of the
questionnaire revealed that the designed materials were well developed and acceptable. However, there were some revisions that were needed to be carried
out in order to make the designed materials better. Therefore, the last step was the researcher revised the designed materials based on the suggestions from the
lecturers of English Language Study Program Sanata Dharma University Yogyakarta and the English teachers of SMK BOPKRI 1 Yogyakarta.
To answer the second question, the researcher described the final version of eh designed materials. The English materials consist of eight units. These eight
u nits were “ My New School”, “Home”, “At The Market”, “Camping”, “Job”,
