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
students of Junior High School in the second semester based on the Curriculum 2013. The course grid consisted of unit name and title, basic competences,
indicators, learning materials, learning activities, time allocation, and teaching kits.
There were three core competences and three basic competences that were taken from the Curriculum 2013. There was only one type of texts that was
discussed in the materials. That was a descriptive text. As stated in the Basic Competence 3.10, the students are expected to be able to understand the social
function, structures and the language elements of the descriptive texts about people, animals and things. Based on that consideration, the materials were
developed into three units and each unit consists of the same text type with different topics which were people, animals, and houses.
The learning objective of the lessons was to make the students understand the generic structures, social functions, and the language elements of the descriptive
texts. After deciding the learning objectives the indicators were listed in detail. There were some indicators that indicated the reading abilities that were expected
to be achieved in the end of every lesson. Schema building, controlled practice, authentic reading practice, focus on
linguistic elements, providing freer practice, and introducing the pedagogical tasks are the main stages in the reading activities that are used in this materials
design. In the schemata building stage, students do schema-building exercises in order to introduce the topic, set the context for the tasks, and introduce some of
the key vocabulary and expressions that the students will need in completing the
