34 knowledge and interested. However, 7 of them did not like discussing in small
groups because some of group members did not focus on the discussion; it was not fun, and boring. The results of the last question, the activities that the students
expected in reading and writing class, were reading a book or short story then discussing the difficult words, discussing reading text in small group, writing a
story, answering the question, the teacher was interesting, and games. Based on the need analysis questionnaire, it could be concluded that most
of students had difficulty to comprehend reading text and find the meaning of difficult words.
b. Support Devices
Based on the observation, there were some facilities in the SMA BOPKRI 2 Yogyakarta. There were whiteboards, blackboards, a multimedia room, a
listening room, an LCD projector and Wi-fi internet access. Those facilities could be used to support learning activities.
2. Planning
After gaining the data, the researcher started planning to develop the materials which were going to be designed. It consisted of considering goals,
listing topic, and stating general purpose, and specifying learning objective.
a. Considering Goals, Listing Topic, and Stating General Purposes
Since the researcher had experience in teaching reading and writing in SMA BOPKRI, the researcher chose reading and writing as the skill which were
developed. Besides, according to Anderson 1999, a student who has good ability in reading will have great achievement in other areas of learning. Reading
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 is also related to writing; by writing we can see whether the students have
understood about the reading passage or not. It is also an activity that trains our brain to organize the ideas; make it into good order.
In this step, the researcher designed the activities which support the standard competence to be achieved. The designed materials were adapted on
KTSP so the researcher replaced goals with standard competence. Besides, the
researcher modified the standard competence because the designed materials were supplementary materials and the skills were integrated reading and writing.
The standard competence of the designed materials was to improve reading ability in understanding the text so that the students were able to achieve high
score in other area of learning and writing ability. It could be elaborated as follows:
1 At the end of the class, the students are able to comprehend and identify
reading text 2
At the end of the class, the students are able to write a simple story and news 3
At the end of the class, the students are able to achieve high score in other areas of learning
There were four topics materials which are selected based on the curriculum and principal of CIRC. The topics were written in Table 4.1.
No. Learning Topics
1. Narrative
2. Recount
3. Descriptive
4. News Item
Table 4.1: Learning Topics
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 After listing the topics, the researcher defined the general purposes basic
competence in each topic. The general purpose could be seen in Table 4.2.
Topics Basic Competence
Narrative 1. Students are able to identify the components of narrative text
2. Students are able to write a narrative story
Recount 1. Students are able to identify the components of recount text
2. Students are able to write a recount story
3. Students are able to differentiate between narrative and recount Descriptive
1. Students are able to identify the components of descriptive text 2. Students are able to write a descriptive text
News Item 1.Students are able to identify the components of news item
2. Students are able to summarize or retell a news item
Table 4.2: Basic Competence b.
Specifying Learning Objective
After considering goals, listing topic and general purposes, the researcher specified the learning objectives by listing the indicators which indicate how far
the students have mastered the materials. In this study, learning objectives was replaced with indicators. The lists of indicator for general purposes basic
competence are presented in Table 4.3.
Basic Competence Indicator
1. Students are able to
identify the components of narrative text
2. Students are able to write a
narrative story At the end of the meeting students are able to:
1. Identify the components of narrative text
2. Explain what the texts about
3. Differentiate the types of narrative text
4. Write a narrative story based on the
pictures given 5.
Use simple past tense appropriately to write narrative story
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Basic Competence Indicator
1. Students are able to
identify the components of recount text
2. Students are able to write a
recount story 3.
Students are able to differentiate between
narrative and recount At the end of the meeting students are able to:
1. Identify the components of recount text
2. Explain what the texts about
3. Differentiate between narrative and
recount 4.
Write recount based on their experiences 5.
Use simple past tense appropriately to write recount
1. Students are able to
identify the components of descriptive text
2. Students are able to write a
descriptive text At the end of the meeting students are able to:
1. Identify the components of descriptive text 2. Explain what the texts about
3. Write a descriptive text based on the
situation given 4.
Use simple present tense appropriately to write descriptive text
1. Students are able to
identify the components of news item
2. Students are able to
summarize or retell a news item
At the end of the meeting students are able to: 1.
Identify the components of news item 2.
Explain what the texts about 3.
Sum up a news item or retell a news 4.
Use simple past tense appropriately to sum up a news item
Table 4.3: The Learning Indicators of the Materials c.
Listing Subject Content
After stating goals, general purposes, learning topics, and learning indicators, the researcher categorized and organized the learning topics. Each
topic would be for one meeting. The materials would consist of eight units. The arrangement of the learning topics is presented in Table 4.4.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
Unit Unit name
Subject content
1. Once Upon A Time
• Theory of narrative • Read and comprehend narrative
story • Write a narrative story
2. My Adventure
• Review theory of narrative • Read and comprehend narrative
story • Write a narrative story
3. Yesterday was
International Day • Theory of recount
• Read and comprehend recount story • Write a recount
4. What a Day
• Review theory of recount • Read and comprehend recount story
• Write a recount 5.
She Has Beautiful Eyes • Theory of descriptive people
• Read and comprehend descriptive story
• Write a description of someone 6.
What a Beautiful Place • Review and theory of descriptive
place • Read and comprehend descriptive
story • Write a description of place
7. Headline News
• Theory of news item • Read and comprehend the news
• Make summary of the news 8.
What’s the News Today? • Review theory of news item
• Read and comprehend the news • Make summary of the news
Table 4.4: The Arrangement of the Subject Content 3.
Developing Preliminary Form of Product
In this step, the researcher started designing the materials. The designed materials were based on the research and information collecting. There were five
activities which were arranged in order based on CIRC’s principles. They were:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
a. Do You Know?
