6 The writer should check the difficulty level of the materials, especially the
sentence structure. 7
The designed materials were too difficult for the tenth grade students. 8
The layout was not appropriate enough and the writer should make it better for the students.
9 Some prior knowledge activation questions were sometimes not too relevant.
2.
The Revision of the Designed Materials
After obtaining the data from the Preliminary Field Testing questionnaire and obtaining the feedback, comments and suggestions from the participants, the
writer conducted some revision of the designed materials.
a. Responses to the Participants’ Evaluation
The writer conducted some revisions based on the feedbacks, comments and suggestions from the participants. The revisions of the designed materials
were: 1
The writer consulted the time allocation to the teachers in SMA Stella Duce I Yogyakarta and changed the time allocation from 3x45 minutes to 4x45
minutes for each unit. 2
The writer reduced the use of inappropriate colors to put the students into ease in reading the materials.
3 The writer simplified the sentence structure of the instruction sentence.
4 The writer added some questions for some reading texts in each unit to help
the students comprehend the reading texts better. 5
The writer added various questions to avoid students’ boredom. 6
The writer consulted the level of difficulty of the reading texts and changed some inappropriate reading texts into the easier texts.
b. The Presentation of the Designed Materials
After conducting some revisions and improvements on the designed materials, the writer presented the final version of the reading instructional
materials. There are eight units in the designed materials. Each of them is allocated for 4x45 minutes. There are four strategies applied in each unit called
predicting, questioning, clarifying and summarizing. The first activity deals with
predicting strategy, the second activity deals with questioning and clarifying
strategies and the last activity deals with summarizing strategy. The choices of topics, the reading texts, the sections and sub-sections are attached in Appendix G.
The final version of the designed materials is attached in Appendix I.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, there are two sections to discuss. The discussions are about the conclusions and suggestions. The first section consists of the conclusions of
the study. The second section is about the suggestions for the English teacher in SMA Stella Duce I Yogyakarta and future researchers.
A. Conclusions
The purpose of this study was to design a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the
tenth grade students in SMA Stella Duce I Yogyakarta. Before starting the study, the writer formulated two problems in this study as stated in chapter one.
To answer the first problem, which is how a set of English instructional reading materials based on reciprocal teaching strategy for the first semester of the
tenth grade students in SMA Stella Duce I Yogyakarta is designed, the writer needed to consult to some related literature. As a result, the writer employed
Research and Development method and adapted two instructional design models proposed by Kemp and Yalden.
The steps of instructional design employed were presented as follows:
1. Conducting Needs Analysis
2. Considering Goals, Topics and General Purposes
