descriptive texts. The input of the tasks in this unit was chosen based on the topic. The texts are about a missing person in the form of lost and found person
flyers. The indicators were listed to achieve the learning objectives. The students are
expected to be able to understand the function of the text, the generic structure, and the language elements of the short descriptive texts about person.
Unit 1 consists of 20 tasks. One task belongs to the schema building stage. Four tasks belong to controlled practice stage. Three tasks belong to authentic
reading practice stage. Seven tasks belong to focus on linguistic elements stage. Two tasks belong to provide freer practice stage. Two tasks belong to introducing
the pedagogical tasks. One task belongs to reflection. Each task has different time allocation. The time allocation was determined
based on the level of the tasks‟ difficulty. For example, the students have 20 minutes to complete Task 1 and 3 minutes to complete Task 2. It is because
playing snakes and ladders needs a lot of time than labeling the generic structure of a short descriptive text about a missing baby.
The teaching kits that are used depend on the kind of reading activities. The teaching kits that are used in this unit are snakes and ladders game board,
pictures, lost and found people flyers, students‟ social media and worksheets.
c. Unit 3: Houses for Sale
The topic of Unit 2 is the description of houses. The title of this unit is Houses for Sale
. In this unit, students also learn about descriptive texts. The input
of the tasks in this unit was chosen based on the topic. The texts were about houses for sale and in the form of house for sell brochures.
The indicators were listed to achieve the learning objectives. The students are expected to be able to understand the function of the text, the generic structure,
and the language elements of the short descriptive texts about houses. There are 20 tasks in Unit 2. Two tasks belong to the schema building stage.
Four tasks belong to controlled practice stage. Three tasks belong to authentic reading practice stage. Six tasks belong to focus on linguistic elements stage.
Two tasks belong to provide freer practice stage. Two tasks belong to introducing the pedagogical tasks. One task belongs to reflection.
Each task has different time allocation. The time allocation was determined based on the level of the tasks‟ difficulty. For example, the students have 10
minutes to complete Task 18 and 5 minutes to complete Task 20. It is because ticking some statements related to their progress in reading descriptive texts is
easier than drawing the ground plan of their house. The teaching kits that are used depend on the kind of reading activities. The
teaching kits are pictures, house for sell brochures, worksheets, and ground plans.
B. Results of the Expert Judgment
After being designed, the three units then became the first draft. The units had to meet the qualification of good materials from the expert judgment. In this case,
expert became the second consultant. That second consultant is eligible for being an expert on material development.
