The Presentation of the Designed Materials

Unit Topic Learning Indicators Learning Materials Learning Activities meanings of some words used in the text • use some words related to the text • identify coordinating conjunctions used in the text • use coordinating conjunctions • list important points of a text • express their ideas related to the topic in written way adjective, or adverb C. Grammar Battle - Studying coordinating conjunctions - Underlining coordinating conjunctions used in text - Making sentences using coordinating conjunctions D. Completing Mission - Reading text - Answering questions - Listing important points of the text - Finding meanings of words - Making compound sentences using the words - Finding an article in the newspaper - Giving comments 6 Bio- technolog y Learners are able to: • answer questions about specific details and inferences of the text • find main idea of the text • identify the communicative purpose of the text • find the meanings of some words used in the text • use some words related to the text in sentences • identify complex - Short texts “How Nanotech Can Meet the Poor’s Water Needs” and Nanoparticles Killed Women, Study Claims” - Vocabulary related to the texts - Subordinating conjunctions A. Bring It To Mind Answering question B. Let’s Start - Reading a text - Answering questions in a group - Challenge Yourself: Answering question - Discussing the meanings of words C. Grammar Battle - Studying subordinating conjunctions - Finding complex sentences in text - Breaking the sentences down into dependent clauses and independent clauses Unit Topic Learning Indicators Learning Materials Learning Activities sentences used in the text • use subordinating conjunctions in sentences • list important points of a text • express their ideas related to the topic in written way - Joining simple sentences into complex sentences D. Completing Mission - Reading another text - Stating whether statements are true or false - Answering questions - Filling in the blanks with words in the text - Finding an article in the newspaper - Listing important points of the article - Drawing conclusion - Giving comments 7 Natural Disaster Learners are able to: • answer questions about specific details and inferences of the text • find main idea of the text • identify the communicative purpose of the text • match some words in the text with their meanings • find the synonyms of some words in the text • use some words to make sentences • identify simple - Short text “Florida’s Coast: What’s at Stake” and “Wildfire’s on the Rise with Global Warming” - Vocabulary related to the texts - Simple present tense A. Bring It To Mind Answering question B. Let’s Start - Reading a text - Answering questions in pair - Presenting the results in front of the class - Challenge Yourself: Answering question - Matching words with the meanings C. Grammar Battle - Studying simple present tense - Underlining simple present tense sentences in the text - Making simple present tense sentences D. Completing Mission - Reading another text Unit Topic Learning Indicators Learning Materials Learning Activities present tense sentences used in the text • express their ideas related to the topic in written way - Finding main ideas - Answering questions - Finding synonyms of words in text - Making simple present tense sentences using the words - Finding a news article in newspapers or magazines - Discussing with friends - Giving comments 8 Global Warming Learners are able to: • answer questions about specific details and inferences of the text • find main idea of the text • identify simple past tense sentences used in the text • change simple present tense sentences into simple past tense sentences • find the meanings of some words used in the text • use some words related to the text • express their ideas related to the topic in written way - Short text “The Greenhouse Effect” and “Save Energy and Money at Home” - Vocabulary related to the texts - Simple past tense A. Bring It To Mind Answering question B. Let’s Start - Reading a text - Answering questions in a group - Challenge Yourself: Answering question - Filling crosswords C. Grammar Battle - Studying simple past tense - Underlining simple past tense sentences in the text - Finding simple present tense sentences in the text - Changing the simple present tense sentences into simple past tense sentences D. Completing Mission - Reading another text - Answering questions - Completing table - Finding difficult word in text and the meanings in the Unit Topic Learning Indicators Learning Materials Learning Activities dictionary - Making simple past tense sentences using the words - Discussing the answer of a question with friends - Presenting in front of the class

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections. The first section is to present the conclusions of the research, and the second section is to give some suggestions for English instructors and further researchers.

A. Conclusions

The research is aimed at designing and presenting a set of English reading materials for Biology teachers of SMAN 3 Yogyakarta. To accomplish the purpose, the writer formulated two research problems. They were how a set of the English reading materials for Biology teachers was designed and what the designed set of materials looked like. To answer the first research problem, the writer carried out nine steps to follow in the research. The nine steps were conducting the needs survey, describing the purpose, developing the syllabus, producing proto-syllabus, producing pedagogical syllabus, developing and implementing classroom procedures, developing materials, evaluating the designed materials, and revising the designed materials. Having designed the materials, the writer requested an English teacher of SMAN 3 Yogyakarta and two lecturers of English Education Study Program to evaluate the materials. Besides, the writer also requested three Biology teachers to give feedback and suggestions to the materials. The results of the evaluation 93 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI conducted to both the English educators and the learners of the research were analyzed and then described in percentages. In addition, the writer also used qualitative data analysis. The results showed that the designed materials were applicable and appropriate to be used though there were some revisions needed. The feedback and the suggestions obtained from the evaluation were utilized to revise the designed materials. The revised version of the designed materials was the answer for the second question, which was what the designed set of materials looked like. The designed set of materials consisted of eight units. They were Biology as Science, Reproduction, HIV-AIDS, Mercury, Alzheimer’s Disease, Bio-technology, Natural Disaster, and Global Warming. Each unit of the designed materials consisted of four main sections namely Bring It To Mind, Let’s Start, Grammar Battle, and Completing Mission.

B. Suggestions

After conducting the research, the writer would like to give some suggestions for English instructors and further researchers who are interested to do such research.

1. Suggestions for English Instructors

There are three points that need to be considered by the English instructors of Biology teachers. First, the instructors should understand the background knowledge of the learners so that heshe can manage the class well. Second, the instructors should utilize learning materials which are specified for Biology teachers in order the learning will be more valuable. Last, the instructors should create enjoyable learning by giving the learners various learning activities.

2. Suggestions for Further Researchers

There are two points that the writer highlights for the further researchers. First, it is necessary for the further researchers to develop the integrated design materials for Biology teachers of SMAN 3 Yogyakarta. Second, the future researchers may expand the research to other specific subjects which need such designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI REFERENCES Ary, D., Jacobs, L. C., Razavieh, A. 1979. Introduction to Research in Education. New York: Holt, Rinehart and Winston Inc. Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to Research in Education. Belmont: Wadsworth Thomson Learning. Astika, G. 2009. Model Kelas Bilingual di Sekolah Bertaraf Internasional: Sebuah Pemikiran Konseptual, http:gurupembaharu.comsekolah_bertaraf_internasionalpengelolaan_sbimo del-kelas-bilingual-di-sekolah-bertaraf-internasional-sebuah-pemikiran- konseptual, accessed on 14 December, 2009. Borg, W. R., Gall, M. D. 1983. Educational Research: An Introduction. London: Longman. Brinton, D. 1989. Content-Based Second Language Instruction. New York: Newbrury House Publishers. Cushenberry, D. 1985. Improving Reading Skills in the Content Area. Illinois: Charles C. Thomas Publisher. Dudley-Evans, T., St. John, M. J. 2006. Developments in English for Specific Purposes: A Multi-disciplinary approach. Cambridge: Cambridge University Press. Hutchinson, T., Waters, A. 1987. English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press. Hornby, A. S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press. Johnson, K. D., Rayle, D. L., Wedberg, H. L. 1984. Biology: an Introduction. Menlo Park: The Benjamin Cummings Publ. Kennedy, C., Bolitho, R. 1991. English for Specific Purposes. London Basingstoke: Macmillan Press Ltd. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. New Jersey: Prentice-Hall, Inc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching Second Edition. New York: Oxford University Press. McKay, S. L. 2002. Teaching English as an International Language: Rethinking Goals and Approaches. New York: Oxford University Press. Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Glasgow: Cambridge University Press. Richards, J. C., Rodgers, T. S. 2003. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Robinson, P. C. 1991. ESP Today: A Practitioner’s Guide. Hertfordshire: Prentice Hall International. Seliger, H. W., Shohamy, E. 1989. Second Language Research Methods. Oxford: Oxford University Press. Tomlinson, B., Masuhara, H. 2004. Developing Language Course Materials. Singapore: SEAMEO Regional Language Centre. Trochim, W. M. K. 2006. Web Center for Social Research Methods, http:www.socialresearch methods.netkbdesign.php, accessed on 13 January, 2010 Unknown. 2007. Biologi, http:www.biology.online.orgdictionaryBiology, accessed on 18 September, 2007. Unknown. 2007. Program Pembelajaran SMA Negeri 3 Yogyakarta, http:www.smun3-yog.sch.id., accessed on 21 September, 2007. Wallace, C. 1992. Reading. Oxford: Oxford University Press. Yalden, J. 1987. The Communicative Syllabus Evolution Design and Implementation. London: Prentice Hall International Ltd. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI