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table 6. continued Unit
Title Basic Competence
d. Obtain general information from the fable
e. Obtain specific information from the fable
f. Re-tell the fable by acting it out
4. Listing Subject Content
In this step, the writer listed subjects that support each objective. Generally, a reading material is divided into three major sections namely Pre-reading, Whilst
reading, and Post-reading. However, each section should consist of some specific activities created by the writer to develop the students’ comprehension toward the
materials. The subjects listed are presented as follows:
Pre-reading
This part is called Warming-up activity. It consists of one or more questions,
pictures, activities, and many others that would lead the students to the material being learnt at that time. It focuses on the students’ answers so that it will be the
parameter for the teachers whether the students have already had enough description about the materials given.
Whilst reading This section becomes the main activity in every unit. It functions to improve
students’ reading skill. In this part, the writer gives the fables as the reading passages. To check whether the students understand the fables, the writer give
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various exercises and some comprehension questions related to the fables such as
Vocabulary and Comprehension Questions .
Post-reading
This part, called Cooling -down activity, provides an opportunity for the students
to improve their other skills because this part consists of some exercises to measure
students’ understanding toward the materials given such as Discussion, Drama, Writing either paragraphs or dialogues, ReTelling Story and Dictation.
5. Selecting Teaching – Learning Activities and Resources
This stage dealt with the teaching – learning activities and instructional resources that were appropriate to accomplish each objective. The teaching –
learning activities and instructional resources were presented in the lesson plan of each unit Appendix 8.
6. Evaluating the Designed Materials
This step was aimed at obtaining evaluation and feedback towards the designed materials. By conducting this step, the writer kne w whether the materials
were well-developed or not. In order to evaluate the materials, the writer distributed the materials to four English teachers of SMP N 3 Sleman and three English
instructors of ALPHA English Course as the evaluators. Therefore, this part is divided into two sections. They are showing the presentation of the results of the
evaluation in terms of descriptive statistics and presenting the respondents’ suggestions and recommendations.
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a. Data Presentation
The results of the materials evaluation were presented in terms of descriptive statistics. In this study, the writer used five point agreements to assess the
respondents’ opinions on the designed materials. They were: 1 = Absolutely Disagree
4 = Agree 2 = Disagree
5 = Absolutely Agree 3 = Doubt
The data is presented in Table 7 using the variables of the respondents’ opinions, the number of respondents N, the mean i.e. central tendency of the set of
the scores Mn, the median i.e. the middle point that occurs in the set of the scores Med, and the modes, i.e. the score that occurs most frequently in the set of the
scores Md.
b. Respondents’ Suggestions and Recommendations
Besides gathering the respondents’ opinions, the writer also obtained respondents’ suggestions and recommendations from open form questions in the
distributed questionnaire. Each respondent mentioned the strengths and the weaknesses of the materials and finally they gave some suggestions to the writer to
make the materials better. From the data obtained, five respondents said that the fables were very
interesting because the stories were easy to understand. Therefore, those respondents believed that students might enjoy the reading process. The other two respondents
said that the fables were attractive so they could encourage students’ motivation to
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read. All of the respondents agreed that by using fables, students have better understanding of the content of the story because the plots of the stories were drawn
clearly in the fables. Three respondents believed that students could easily guess the content of the stories although there were some difficult words. All respondents
agreed that the fables were short enough so that students did not take much time to read it. Six respondents said that the fables taught the students about moral lessons.
Therefore, the students may learn something while enjoying the reading. Two respondents said that the set of materials may lead to discussion such as asking the
students to guess or to tell to their friends what the characters in the fables are or asking the students in group to continue the stories of the fables. While others said
that the materials may lead students’ interest in other reading passages such as magazines and short stories. One respondent believed that the fables may encourage
the students to speak English fluently by asking them to make some dialogues based on the fables and perform it.
The weaknesses of the fables were that some vocabulary items were difficult enough for the first grade students of Junior High School, for instance, the word
‘steadily’, ‘terrified’, and so on. One respondent said that there was no sample answer in some of the exercises. One respondent believed that this design is only
suitable for the texts that contained several paragraphs not for other kinds of texts. The other one said that reading fables needs more time as the students felt pleasure
with the fables. Six respondents agreed that the type of the questions in this set of materials were not various enough, hence it seemed monotonous. Moreover, four
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respondents believed that some questions were too difficult for the first grade students of Junior High School. Three respondents said that it was difficult for
teachers to choose the stories that were suitable for the topics and teachers would need a lot of time to prepare them.
As the writer said, besides giving recommendations, the respondents also gave some suggestions on the materials. The respondents’ suggestions were that it
was better for the writer to provide a sample a nswer at the beginning of the exercises. Two respondents said that it was better if the writer extended the kinds of questions
to reduce the students’ boredom. While two others said that the instruction for comprehension questions should be clearer, e.g. answer the following questions
based on the fables. Seven respondents believed that asking the first grade students of Junior High School to make a short dialogue was rather difficult. Therefore, in
their opinion it was better to give some guided questions or key words before the students were asked to make a short dialogue.
7. Making Revision
In this step the writer revised and improved the designed materials based on the suggestion of the respondents. Then, the writer presented the final version of the
designed materials to the first grade students of SMP N 3 Sleman Appendix 9.
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Table 7. The Descriptive Statistics of the Materials Evaluation Survey Central Tendency
No The Respondents’ Opinion on
N Mn
Med Md
1. The General Instructional Objectives GIOs are well formulated.
7 4
4 4
2. The Specific Instructional Objectives SIOs are well formulated.
7 4
4 4
3. The SIOs are able to support the attainment of GIOs.
7 4.3
4 4
4. The topics are well selected and arranged. 7
4.3 4
4 5. The materials match with the goals or
objectives. 7
4.2 4
4 6. The Pre-reading, Whilst reading, and Post-
reading activities are well developed. 7
4.1 4
4 7. The materials are able to help students to
develop their ability in reading English passages.
7 4.2
4 4
8. The fables are interesting and suitable with the needs of Junior High School students.
7 4.6
5 5
9. The use of fables as supplementary materials to teach reading is already well-developed.
7 4.1
4 4
10. The content is relevant with the second semester students of the Junior High Schools.
7 4.4
4.5 5
11. The content is relevant to the context and the situation which the language is used.
7 4.3
4 4
12. Generally, the instructional materials are well- developed.
7 4.3
4 4
B. Discussion
In this part, the writer would like to discuss one by one the data obtained from the survey study. From the results of the questionnaire Appendix 5, it can be
seen that most of the students 93.86 like reading and the rest 5.52 did not like reading. This data showed that the writer’s assumption on students’ dislike towards
reading was wrong. However, the writer’s assumption on the students’ favourite
