Conducting Diagnosis of Needs Determining the Competency Standards, the Basic Competencies, and the Formulating the Indicators

practice different skills and strategies which enable them to develop their understanding toward the English reading texts. In designing the materials, the writer adapts Taba’s and Kemp’s design models. Taba’s model is chosen since this design model is made to fulfill the need of achieving desired curriculum in order to bring about changes toward the students’ performance. The strength of this design is that it emphasizes on the stating of behavioral objectives which becomes the main concern in viewing product curriculum. It is said that by stating the clear objectives, it enables the designer to determine the students’ outcomes, the formulation of content, the teaching method, and the evaluation of the program. On the other hand, Taba’s model does not concern more attention to the stating of goals, topics, general purposes for each topic, and revision after conducting the evaluation process of the designed materials. Hence, the writer employs Kemp’s model. In this model, the designer may start designing at any stage whenever the designer is ready. In addition, this model can be applied at any educational level. The interdependencies among the stages indicate that one treatment made for one stage will affect others. The broken lines among the stages indicate the revision step where it is based on the evaluation data gathering of the students’ achievement of the objectives. This framework is used as the guideline to conduct the study. The framework used by the writer consists of nine steps. The explanation is discussed as follows:

1. Conducting Diagnosis of Needs

This step is adapted from Taba’s instructional design model. The purpose of this stage is to get the information on the students’ abilities, interests, and difficulties regarding the implementation of the reading activities in the classroom and also to offer the solution to develop the students’ comprehension toward the English reading texts by applying reciprocal teaching strategies. The information gathered is used to determine the goal of the program and also the objectives. To acquire the information needed, the writer employs a survey study. The writer conducts an interview to the tenth grade English teacher of SMA STELLA DUCE 1 Yogyakarta concerning the reading activities in the classroom. The writer also distributes pre-design questionnaire to the tenth grade students in order to obtain the information of the students’ interests, abilities, and problems in the English reading class.

2. Determining the Competency Standards, the Basic Competencies, and the

Topics This step is adapted from Kemp’s model. The competency standards and the basic competencies are derived from the curriculum 2006 Kurikulum Tingkat Satuan Pendidikan. Then, the next step to do after determining the competency standards and the basic competencies is to select the topics in order to achieve the competency standards and the basic competencies. In this study, the writer proposes twelve topics which are listed in the pre-design questionnaire. The selection of the topics is conducted by the students according to their interests.

3. Formulating the Indicators

This step is adapted from Taba’s model. The main concern in designing the reading materials is to state the clear and comprehensive objectives in order to achieve the competency standards and the basic competencies. In this study, the formulating of specific objectives is based on the curriculum 2006 and the diagnosis of needs. Furthermore, the specific objectives in this study are stated as the indicators.

4. Determining and Organizing the Subject Contents