Research Procedure RESEARCH METHOD

There were some activities in needs analysis of the sampled students of SMPN 1 Tanjungsari, Gunungkidul. The first was the analysis related to the students’ characteristics. Next, it was about the students’ ability, interest, problems and attitudes in reading. Finally, the needs analysis was conducted to understand the sets of school equipments, such as syllabus, students’ achievements, the course books and the schedule of learning English. 2. Writing the Course Grid After the needs analysis had completed, the designing course grid of reading materials was prepared. The course grid must be based on the needs analysis. The form of it was also encouraged by the theories from Tomlinson 1998. Using some guidelines of the Tomlinson principles of second language acquisition relevant to the development of materials for the teaching of languages, the course grid was arranged by the writer. The process of writing the course grid was based on Tomlinson theory that it involves various steps. They consist of identification, exploration, contextual, pedagogical realization, and physical production. Identification was regarded by the writer to create the creation reading materials based on the eighth grade students of SMPN 1 Tanjungsari needs. Exploration was for determining suitable texts of Descriptive, Recount and Narrative which are based on the syllabus for the eighth grade students of the school. Using Exploration, the relation of the tourism aspect to the texts was also watched by the writer. Suitable ideas, contexts or texts with which to work were called Contextual Realization. Pedagogical Realisation of materials could be principled for creating appropriate exercises and activities and the writing of appropriate instruction for use. Physical Production of the materials was to consider the layout, size, visuals, reproduction, tape length etc. The materials were presented in four steps, Building the Context BC, Modelling and Deconstructing the Text MDT, Joint Construction of the Text JCOT, and Independent Construction of the Text ICOT, with activities in every step. The materials also include the detail information or the feature of each text, the vocabulary list and exercises. There are also character buildings based on the curriculum of the school that are expected to encourage the students’ characters. 3. Writing the First Draft of Reading Materials The course grid was developed into the reading materials by the writer. The reading materials contain three units because there are also three kinds of texts, Descriptive, Recount and Narrative in the syllabus of reading skill for the eighth grade students of SMPN 1 Tanjungsari. Each unit was completed by the objectives that the students will achieve. It presented structurally in sequence. The last, the writer chose input, sources, and selecting exercise types. 4. Expert Judgment The first draft of the designed materials will be checked by an expert to determine whether the materials have been suitable or not. The expert will give suggestion to make them perfect or really appropriate. The expert will use some criteria to evaluate or judge the contents of the materials. The suggestion of the revision can be based on the mismatch of the materials to the criteria. 5. Revising the Materials After the evaluation from the expert, the revision should be implemented by the writer well. In the revision, the materials were revised carefully based on the expert’s suggestion. The revision was also been consulted to writer’s thesis supervisor to get more perfect result. The result of the revision was expected to be really suitable for the eighth grade students of SMPN 1 Tanjungsari in the year 2015- 2016. 6. Writing the Final Draft of Reading Materials The final revision was to create the final draft of the designed materials for the eighth grade students of SMPN1 Tanjungsari. It was designed finally by the writer into suitable materials that had been based on the expert recommendation. It is expected really benefit to the students and Gunungkidul Regency.

F. Data Collection

The data of the research were qualitative and were gained through doing interviews and observation. In collecting the data, the writer tried to create good relationship to the participants through friendly greeting, introduction, understanding the way of the students communicating and showing an interesting animation movie to the students. The process could run well due to the permission from the headmaster, Mrs. Trimurti, S.Pd, M.Pd. The English teacher of the seventh and the eighth grade students also welcomed friendly. The condition could help the writer in collecting the data needed easily. The data gathered were in the form of list of identified field problems related to the student’s ability in reading and the students’ expectation related to their materials. Then the data were listed and categorized based on the level of weight or difficulty to be solved. All the data needed of the research were the opinion and information about the students’ characteristics, ability and problems. The data were collected through class observation and in interviews with the teacher and the students. The instruments of data collection were a tape recorder, observation sheets, interviews’ guidelines, and a photo camera. The data were in the form of audio records of the research, interview transcripts, field notes of the observation and interviews, and photos.

G. Data Analysis Technique

The collected data was analyzed qualitatively by the writer. Information from the interviews and the observation is considered to find the needs of the students that will be needed in the designing reading materials. The needs can be delivered into conclusions to determine the organization of the designing the materials.