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There are four points of discussion covered in this chapter. The first is elaboration of the steps in designing the materials. The first deals with the research
findings which are intended to answer the first question in the problem formulation How is a set of English supplementary reading materials using intermediate level
novels for the eleventh grade students of Senior High School designed?. The second
section offers the results and analysis of the findings of the survey administered to evaluate the designed set of materials. The third section deals with the discussion on
the designed set of materials. The fourth section deals with the presentation of the designed set of materials, What will the designed set of materials look like?.
A. The Elaboration of the Steps in Designing the Materials
The writer elaborates the eight steps in this study, as the whole process of designing a set of English supplementary reading materials based on the intermediate
level novels for the eleventh grade students of Tiga Maret Senior High School, Yogyakarta. Those steps are the result of the modification of Kemp’s and Yalden’s
models considered as the major answer to the first question in the problem formulation. Each step is elaborated as follows:
1. Conducting a Needs Survey
The needs survey was very important in finding out the learners’ needs. Therefore, the writer distributed a questionnaire to two classes of
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eleventh grade students of Tiga Maret Senior High School and held an interview with the English teacher.
a. The result of Questionnaire for the students. The writer distributed the questionnaires to two-eleventh grade classes
of Tiga Maret Senior High School Yogyakarta Class XI IS 1 and Class XI IPA as the results of the random sampling. Class XI IS 1 consisted of 23
students. Class XI IPA consisted of 23 students. Therefore, the total number of respondents was 46.
From the table 4.1 see appendix number 03, some facts are revealed. 43 students or about 93,47 were interested in reading, while only 3 students
were not. Moreover, 44 students or about 95,65 believed that reading skills were very important, while only 2 students did
not. 95,65 of the respondents assumed that the ability to comprehend and analyze the texts
were important. It was good that the students acknowledge that mastering reading
skills was important. Out of 46 respondents, 28 said the reading skill was very important for their present and future careers. Meanwhile, 17 respondents said
that it was important. However, there was a respondent who said that the reading skill was unimportant. He was not interested in reading based on his
answer to the first question of the needs survey. It seems that the students were dissatisfied with their reading skills. It can be seen by looking at the
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results of question number five, that 97,82 of the respondents wanted their reading ability to be improved and enhanced.
Although 30 respondents said that they knew the aspects to be mastered in reading skills, they still faced some difficulties in reading English
texts. The difficulties are that they have lack of vocabulary, have difficulty in translating some sentences, cannot understand and analyze the texts, and
cannot pronounce well. The sources of reading which were given by the teacher in class are: books, there are 32 respondents or 69,56 said that a
book was their source given to read in class. Only 1 respondent or 2,17 said that newspaper was their source given to read in class, 3 respondents or
6,52 said that a magazine was their source given to read in class and 12 respondents or 26,08 said that watching a movie was their source given in
class. The teacher, then, should try a new technique as one way to teach
reading skills. This opinion was supported by their answers that 65,21 were interested in reading based on works of literature especially a novel. Their
favourite topics were friendship, life, love, adventure, culture, family, vacation, humour, morality, growing up, and horror.
For the activities and media, most students chose group work and pair work as their favourite activities and using pictures as their favourite media.
They also had some suggestions about the use of English texts that they want to read in their school. They suggested using simple words for the English
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texts, having footnotes below the English text, especially for difficult words, using a group work method, reading more, such as novel, magazine, or any
English text, practicing speaking, more learning new vocabulary, using an interesting story, using pictures, and giving the instruction how to pronounce
well. b. The results of an Informal Interview with the teacher.
The writer held an informal interview with the English teacher of the eleventh grade class. From that interview, the writer can conclude that the
teacher still faced some problems with the students’ learning of English. It happened because their ability to understand English is very low and narrow.
The students do not have a big effort and seriousness to study English. However, the teacher should find a new method in teaching English so that it
can stimulate the students to study. There are many activities and media that the teacher used or applied at school. For more detailed information, see table
4.2 in appendix number 03.
2. Determining Goals, topics, and general purposes
