PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk filei DESIGNING A SET OF AUTHENTIC READING MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 DEPOK A Thesis Presented

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DESIGNING A SET OF AUTHENTIC READING MATERIALS

FOR THE ELEVENTH GRADE STUDENTS

OF SMA NEGERI 1 DEPOK

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Elisabeth Aditya

Student Number: 041214034

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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DEDICATION PAGE

"The Impossible Dream" To dream the impossible dream To fight the unbeatable foe To bear with unbearable sorrow To run where the brave dare not go

To right the unrightable wrong To love pure and chaste from afar To try when your arms are too weary To reach the unreachable star

This is my quest To follow that star No matter how hopeless No matter how far

To fight for the right Without question or pause To be willing to march into Hell For a heavenly cause

And I know if I'll only be true To this glorious quest That my heart will lie peaceful and calm When I'm laid to my rest

And the world will be better for this That one man, scorned and covered with scars Still strove with his last ounce of courage To reach the unreachable star

This thesis is dedicated to

♥ My beloved mother and father

♥ Mas Andi

♥ Mbak Lia

♥ Mas Tinus


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ACKNOWLEDGEMENTS

I would like to dedicate my first gratitude to my Lord, Jesus Christ for

His blessings, guidance, mercy, helps, and friendships so that I was able to finish

my thesis. He always makes everything right and possible when I feel everything

going wrong and distressed.

I would like to address my sincere gratitude to my sponsor, Dr. Retno

Muljani, M.Pd. for her willingness to share her knowledge and expertise. She has

been great in her invaluable supports, criticism, guidance, and suggestions to my

thesis. I also would like to express my sincere appreciation to Laurentia

Sumarni, S.Pd and Caecilia Tutyandari, S.Pd., M.Pd. for willingly spending

their time evaluating my designed materials.

I warmly thank the English teachers of SMA Negeri 1 Depok, Sri

Suryanti, S.Pd. and Subiyadi, S.Pd. I thank them for helping and guiding me as

well as giving precious suggestions for my designed materials.

I am deeply grateful to all lecturers of English Language Education Study

Program of Sanata Dharma University for their guidance, dedication, and

knowledge they have shared during my study in this university. I also thank PBI

secretariat staff, Mbak Danik and Mbak Tari for their countless services and

help during my study.

My sincere and deepest gratitude is addressed to my mother for her

irreplaceable love, patience, support, care, and guidance. She is the greatest

inspiration that encourages me to be a better person. I deeply thank my Dad, mas


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Andi, mbak Lia, and mas Tinus for their love, patience, advice, help and

support in accomplishing my thesis. They always brighten my days.

I am very grateful to the following people for their help in accomplishing

my thesis: Agustina Budi Pratiwi, Theresia Vina Indriyani, and Agnes Nora

E.W. I am also happy to have an opportunity to give my appreciation to Rini and

Kristin. I thank them for their willingness to be the proofreaders for my thesis.

Besides, I wish to thank all of PBI students 2004, GARUDA English

Course (Retno, Maya, Dian, Joni, Oki, and Mbak Putri) for willingly sharing

the joy and spirit during my study in this university and my friends (Shanty, Ike,

Dixna, Lisa, Miss, Sabrin, Desi, and Sari) for their friendship, support, and the

help. In addition, I warmly thank all teachers of REALIA English Course and

Global Lingua who have helped me learn how to be a good teacher.

Finally, I would like to show my gratitude to all those who have helped

and supported me and could not be mentioned by names. This thesis might not

have been finished without them.

Elisabeth Aditya



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TABLE OF CONTENTS

Page

PAGE OF TITLE ......................................................................................... i

PAGES OF APPROVAL ………………………………………………… ii

STATEMENT OF WORK’S ORIGINALITY …………………………. iv

DEDICATION PAGE ……………………………………………………. v

ACKNOWLEDGEMENTS ……………………………………………… vi

TABLE OF CONTENTS ………………………………………………… viii

LIST OF TABLES ……………………………………………………….. xii

LIST OF FIGURES ……………………………………………………… xiii

LIST OF ABBREVIATIONS …………………………………………… xiv

LIST OF APPENDICES ………………………………………………… xv

ABSTRACT ………………………………………………………………. xvi

ABSTRAK …………………………………………………………………. xvii

CHAPTER 1: INTRODUCTION

A. Research Background ………………………………………………. 1

B. Problem Formulation ……………………………………………….. 4

C. Problem Limitation .………………………………………………… 4

D. Research Objectives …………………………………………........... 5

E. Research Benefits ………………………………………………….. 5

F. Clarification of Terms ………………………………………............ 6


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CHAPTER II: THEORETICAL REVIEW

A. Theoretical Description ………………………………………......... 8

1. Instructional Design Models ……………………….................. 8

a. Kemp’s Model …………………………………………….. 9

b. Yalden’s Model …………………………………………… 11

2. Syllabus Design ……………………………………………….. 13

3. Materials Development ………………………………………... 15

4. Reading ………………………………………………………… 17

a. Background of Reading ……………………….................... 18

b. Reading Processes …………………………………………. 18

c. Principles for Teaching Reading…………………………… 19

d. Reading in English Lesson for the Eleventh Grade Students

of Senior High School according to KTSP ………...………. 22

5. Authentic Materials

a. Definition of Authentic Materials ……………….................... 23

b. Advantages of Authentic Materials …………………………. 24

c. Problems with Authentic Materials …………………………. 26

d. Solutions to Minimize the Problems of Utilizing Authentic

Materials ………………..……………………………........... 26

6. The Eleventh Grade Students of Senior High School ………..... 28

B. Theoretical Framework ……………………………………………. 30


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CHAPTER III: METHODOLOGY

A. Research Method ………………………………………………....... 35

1. Research and Information Collecting …………………………… 36

2. Planning …………………………………………………………. 36

3. Developing a Preliminary Form of Product …………………….. 37

4. Preliminary Field Testing ……………………………………….. 37

5. Main Product Revision ………………………………………….. 38

B. Research Participants ………………………………………………. 39

C. Research Setting ……………………………………………............. 41

D. Research Instruments ………………………………………………. 41

1. Interview ……………..………………………………………….. 41

2. Questionnaires …………………………………………………… 42

E. Data Collection ……………………….……………………………. 43

F. Data Analysis Techniques.………………………………………….. 47

G. Research Procedures ………………………………………………... 48

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION

A. The Steps of Designing a Set of Authentic Reading Materials

for the Eleventh Grade Students of SMA Negeri 1 Depok ..……..… 50

1. Conducting Research and Information Collecting……………… 50

a. Review of Relevant Literature….…………………………… 51

b. Conducting Interview..…….………………………………... 51

c. Distributing Questionnaires …….…………………………… 53


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2. Planning ……..…………………………………………………. 55

a. Formulating the Goals and General Purpose……………….. 55

b. Listing the Topics ………………………………………….. 56

c. Specifying Learning Objectives ……………………………. 57

3. Developing the Preliminary Form of Product …………………. 58

a. Listing the Subject Contents ……..………………………… 58

d. Designing a Syllabus …………...………………………….. 59

c. Developing Materials ……………………………………… 63

4. Preliminary Field Testing ………………….…………………... 63

a. Expert Validation .………………………………………….. 64

b. Materials Try Out……… ………………………………….. 69

5. Main Product Revision ……………………………………….… 71

B. The Presentation of the Designed Materials ………………………… 73

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ………………………………………………………… 77

B. Suggestions ………………………………………………………… 79

REFERENCES ……….…………………………………………………… 81

APPENDICES …………………………………………………………….. 83


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LIST OF TABLES

Table Page

Table 2.1: Techniques and Samples of Plus Category in Materials Adaptation..

Table 2.2: Techniques and Samples of Minus Category in Materials Adaptation....

Table 2.3: Techniques and Samples of Zero Category in Materials Adaptation.

Table 3.1: The Overall Process of Data Collection………………………….....

Table 4.1: Summary of Teacher’s Interview…………………………………...

Table 4.2: Summary of Students’ Questionnaires (Part1)……………………...

Table 4.3: Summary of Students’ Questionnaires (Part 2)……………………..

Table 4.4: The Lists of Topics………………………………………………….

Table 4.5: The Specific Learning Objectives of the Designed Materials……....

Table 4.6: The Results of Interviews of Expert Validation………………….…

Table 4.7: The Results of Questionnaires in Materials Try Out…………..…...

Table 4.8: The Presentation of the Designed Materials………………………...

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LIST OF FIGURES

page

Figure 2.1 Kemp’s Model of Instructional Development …………………. 11

Figure 2.2 Figure 2.2. Yalden’s Model of Instructional Development ….... 13

Figure 2.3 The Overall Steps of Designing Materials …………………..… 34

Figure 3.1 Research and Development Study Combined with Kemp’s and

Yalden’s Steps of Instructional Design …………………...…… 49


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LIST OF ABBREVIATIONS

No. Abbreviations Stand for KTSP

BC CS R & D

Kurikulum Tingkat Satuan Pendidikan Basic Competence Competemce Standard Research and Development


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LIST OF APPENDICES

Page

Appendix A Letters of Permission………………………………..…….….... 83

Appendix B Interview Guideline for Research and Information Collecting.... 85

Appendix C Questionnaire for Research and Information Collecting……..… 86

Appendix D Interview Guideline for Expert Validation….………………..... 88

Appendix E Questionnaire for Materials Try Out 1…………………….….... 89

Appendix F Questionnaire for Materials Try Out 2…………………….….... 90

Appendix G Materials Overview………...………………………..…….….... 91

Appendix H Syllabus and Lesson Plans…………………………………....… 93

Appendix I Presentation of the Designed Set of the Materials……………... 103


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ABSTRACT

Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading is one of the most important language skills in language acquisition. However, the former observations conducted by the writer showed that there was a problem where sometimes reading classes made students bored and sleepy. In order to provide interesting and relevant materials, the writer proposes the use of authentic materials. It was based on the consideration that the sources of authentic materials vary, so that we can choose materials that are interesting for the students. In addition, authentic materials expose the students to the language in the real situation, so the materials can help the students to achieve informational literacy level, as senior high school students are required to achieve it. Considering that, this study was aimed at developing a set of authentic reading materials for the eleventh grade students of SMA Negeri 1 Depok.

There were two questions formulated in the problem formulation i. e. (1) how is a set of authentic reading materials for the eleventh grade students of SMA Negeri 1 Depok designed? and (2) what does the designed set of the materials look like?. To address the first question, the writer employed the adaptation of Kemp’s and Yalden’s instructional design models combined with the Research and Development (R & D) steps. There were eight instructional design steps employed in this study, namely, (1) identifying learners’ characteristics, (2) formulating goals and general purpose, (3) listing topics, (4) specifying learning objectives, (5) listing subject contents, (6) developing a syllabus, (7) developing materials, (8) evaluating the designed materials, and (9) revising the designed materials.

In this study, the data obtained through the research and information collecting step were served as the basis to develop the materials. After designing the materials, the writer conducted expert validation to gain evaluation on the designed materials from some English teachers of SMA Negeri 1 Depok and some English lecturers of Sanata Dharma University. Besides, the designed materials were tried out to students of one social class of the eleventh grade of SMA Negeri 1 Depok and were evaluated by the students. The data from the expert validation and the materials try out were analyzed using percentages and qualitative data analysis. The evaluation was then employed as the basis for revisions. The revisions included the topics, the subject contents, and the designed materials.

The presentation of the final version of the designed materials was served as the answer of the second question. The designed materials consisted of six units i.e. (1) narrative text “the Princess”, (2) narrative text “the Vampire”, (3) report text “Koala”, (4) report text “Lion”, (5) analytical exposition text “Health “, and (6) analytical exposition text “the Internet”. Each unit was divided into three sections i.e. pre-reading, whilst-reading, and post-reading. The data from the evaluation showed that the materials were acceptable and well-developed.


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ABSTRAK

Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Reading merupakan salah satu dari kemampuan berbahasa yang paling penting dalam pemerolehan keterampilan (acquisition) berbahasa. Namun, observasi yang telah dilakukan oleh penulis menunjukkan bahwa terdapat sebuah masalah, dimana terkadang kelas reading membuat para siswa bosan dan mengantuk. Untuk menyediakan materi yang menarik dan relevan, penulis mengusulkan penggunaan materi autentik. Hal ini didasarkan pada pertimbangan bahwa sumbernya sangat beragam, sehingga kita dapat memilih materi yang menarik bagi para siswa. Selain itu, materi autentik menunjukkan bahasa sehari-hari kepada para siswa, sehingga diharapkan dapat membantu para siswa mencapai tingkat informational.. Berdasarkan kedua alasan tersebut, penelitian ini bertujuan untuk mengembangkan seperangkat materi reading yang autentik bagi siswa kelas XI SMA Negeri 1 Depok. Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) bagaimanakah seperangkat materi reading autentik untuk siswa kelas XI SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi reading yang telah disusun tersebut?. Untuk menjawab pertanyaan pertama, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp dan Yalden yang dikombinasikan dengan langkah-langkah Research and Development (R & D). Terdapat delapan langkah perancangan instruksional dalam penelitian ini, yakni (1) pengidentifikasian karakteristik siswa, (2) perumusan sasaran dan tujuan besar, (3) perumusan topik, (4) perincian tujuan pembelajaran, (5) perincian isi materi, (6) penyusunan silabus, (7) pengembangan materi, (8) pengevaluasian materi, dan (9) perevisian materi. Dalam penelitian ini, data yang diperoleh melalui penelitian dan pengumpulan informasi digunakan sebagai dasar pengembangan materi. Setelah selesai merancang materi, penulis mengadakan expert validation untuk mendapatkan evaluasi dari para guru Bahasa Inggris SMA Negeri 1 Depok dan dosen Bahasa Inggris Universitas Sanata Dharma. Selain itu, materi yang telah selesai dirancang diujikan pada para siswa kelas XI SMA Negeri 1 Depok dan dievaluasi oleh mereka. Data yang diperoleh dari expert validation dan pengujian materi kemudian dianalisis menggunakan prosentase dan analisa data kualitatif. Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi. Perevisian meliputi topik, isi materi, dan materi.

Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu (1) teks naratif “the Princess”, (2) teks naratif “the Vampire”, (3) teks report “Koala”, (4) teks report “Lion”, (5) teks analytical exposition “Health “, dan (6) teks analytical exposition “the Internet”. Setiap unit dibagi menjadi tiga tahap, yakni pre-reading, whilst-reading, dan post-reading. Hasil analisa data dari pengujian materi dan expert


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validation menunjukkan bahwa materi yang dirancang telah dikembangkan dengan baik dan dapat diterima.


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CHAPTER I

INTRODUCTION

This chapter discusses the research background, problem formulation,

problem limitation, research objectives, research benefits, and the clarification of

terms.

A. Research Background

Nowadays, the curriculum which is used in Indonesia is Kurikulum

Tingkat Satuan Pendidikan/ KTSP. In this curriculum, every school is given an

opportunity to develop and manage the curriculum based on its condition and

aspiration (Muslich, 2007: 10). The curriculum (Peraturan Menteri No. 22, 2006:

307) states that there are four skills which need to be learnt in English lessons and

one of those skills is reading.

Reading, as described by Bamberger (1975: 7-8), is an important aspect

for individuals and for society. Reading serves many different purposes. Through

reading, people can learn ideas, concepts, and attitudes. By reading people can

take much information they need in their daily life.

Moreover, reading is an essential skill for English as second or foreign

language (ESL/EFL) students. Its role is important in language acquisition.

Krashen (1981: 23) argues that reading can be a way to become good readers, to

develop a good writing style, to master vocabulary, to master grammar, and to

become good spellers.


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Therefore, reading practices in senior high school is needed. Furthermore,

KTSP (Peraturan Menteri No.22, 2006: 307) states that senior high school

students are expected to achieve informational literacy level, meaning that they

are expected to be able to access knowledge using linguistic ability. In this case,

reading is very important to enable the students to access knowledge in their daily

life contexts.

However, some former observations in senior high schools in Jogjakarta

conducted by the writer showed that reading sometimes made students feel bored

and sleepy. In addition, the writer has also interviewed a teacher of SMA Negeri 1

Depok, Yogyakarta about the situation of reading classes in English lesson in that

school. The results of the interview show that reading classes often make the

students bored.

In that situation, teachers should be active in finding interesting materials

for the students to make them motivated. This idea is supported by the teacher of

SMA Negeri 1 Depok who stated that there is a need for interesting materials to

make them motivated in reading classes. This idea is also supported by syllabus

development principles in KTSP. One of the principles is the identification of

materials. Muslich (2007: 29) says that this principle requires teachers to select

and develop materials that are relevant to the students’ needs and the society’s

demands.

In order to provide interesting and relevant materials, the writer proposes

the use of authentic materials. Berardo (2006: 2-3) says that authentic materials

are “materials that have been produced to fulfill some social purposes in the


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language community”. They are usually not produced for language teaching. They

are mostly produced and consumed by the target language speaking group. There

are three main reasons for proposing authentic materials in reading classes.

One of the main ideas of using authentic materials in the classroom is to

make the lesson interesting. Milne, as stated by Herawati (1996: 83) states that

authentic materials from magazines and newspapers, offer two advantages: “a

wide variety of interesting articles is readily available and the materials can be

constantly updated so that topical subjects can be covered that hold the students’

attention.”

Besides, using authentic materials can enhance the students’ motivation to

read, as the students will get satisfaction after being able to read authentic texts.

Howell (1986: 40) states that “the authenticity of the texts provides for motivated

reading, leaving the foreign students with a sense of pride at having accomplished

a recognizable feat in the challenging arena of English-language learning.”

The third ant the most important reason for utilizing authentic materials is

that authentic materials expose learners to a great extent, to the “real language”

used outside their classroom. Nunan as stated by Herawati (1996: 83) states that

authentic materials have been widely suggested to be reflected in classroom

teaching since they offer a relevant situation to the learners. When the studnets

are accustomed to read authentic materials, the students will find it easier to

access knowledge from authentic sources. When it happens, it will be easier for

the students to achieve informational literacy level in English subject.


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It is pointed out that authentic materials can give some benefits for the

students. Therefore, the writer proposes to design reading materials for the

eleventh grade students of SMA Negeri 1 Depok by utilizing authentic materials

which are in accordance with the students’ needs and interests.

B. Problem Formulation

Based on the research background, the writer formulates the following

research problems:

1. How is a set of authentic reading materials for the eleventh grade students of

SMA Negeri 1 Depok designed?

2. What does the designed set of authentic reading materials for the eleventh

grade students of SMA Negeri 1 Depok look like?

C. Problem Limitation

In this study, the writer focuses on discovering how to design a set of

authentic reading materials for the eleventh grade students of SMA Negeri 1

Depok and to present the designed materials. In order to limit the scope of the

study, the writer would like to design a set of authentic reading materials for the

eleventh grade students of SMA Negeri 1 Depok, Yogyakarta. Due to the time and

financial constraints, the materials designed are intended for the eleventh grade

students of social department to be used in the class.


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D. Research Objectives

There were two objectives in this study. They are described below.

1. To discover how a set of authentic reading materials for the eleventh grade

students of SMA Negeri 1 Depok is designed.

2. To present the designed set authentic reading materials for the eleventh grade

students of SMA Negeri 1 Depok.

E. Research Benefits

This research is intended to give benefits for:

1. English Teachers

English teachers of senior high school can use the designed reading

materials as alternative materials in teaching their students. By doing so, they can

teach their students by using materials that are relevant and more interesting to

learn. When it happens, the teachers will find it easier to raise their students’

motivation to learn.

2. Students

The authentic reading materials would help the students to develop their

reading skills. Moreover, the authentic materials that are used will enable them to

experience language in the real life context. By doing so, the students will find it

easier to read other authentic texts written in English in their daily life.

3. Other Writers

Other writers can use this study as one of references to design a set of

authentic reading materials and to select materials that match the needs of


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students. By doing so, they will be able to design authentic reading materials

which are suitable for the level of students for whom the materials are intended to.

F. Clarification of Terms

The writer would like to define some important terms related to the topic

discussed in this study.

1. Reading

According to Nunan (2003: 68) reading is “a fluent process of readers

combining information from a text and their own background knowledge”. It

means that the goal of reading is the comprehension of the texts read by the reader

which needs not only the knowing of the words in the passage, but also their

background knowledge related to the topic of the text read.

In this study, reading is meant to be the process of comprehending texts by

digging the readers’ background knowledge.


Berardo (2006: 2-3) says that authentic materials are “materials that have

been produced to fulfill some social purposes in the language community”. They

are usually not produced for language teaching. They are mostly produced and

consumed by the target language speaking group.

In addition, Nunan (2003: 329) says that authentic materials are spoken

and written language which is created in the course of genuine communication


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rather than being specially created for the purposes of language learning and

teaching.

In this study, authentic materials refer to materials that are produced to

fulfill some social purposes that are consumed by target language community. The

materials used in this study will be taken from magazines, newspapers, and some

other sources providing authentic materials.

3. The Eleventh Grade Students of Senior High School

Rumjati (2006: 8) describes senior high school, generally called SMA

(Sekolah Menengah Atas), as one of education levels in Indonesia. This level is

considered as the preparation level before students continue their study to a

university. The students at this level of education are expected to have some

competencies of life skills.

Students who are studying in senior high school are divided into three

grades. The students who are studying in the second year of senior high school are

called the eleventh grade students of senior high school. In this study, the writer

will design reading materials for the eleventh grade students of senior high school

of social departments.


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CHAPTER II

THEORETICAL REVIEW

This chapter discusses theories underlying this study. There are two main

parts in this chapter. The first part deals with theoretical description, while the

second part deals with theoretical framework employed in designing authentic

reading materials for the eleventh grade students of SMA Negeri 1 Depok.

A. Theoretical Description

This part explains theories related to this study. Since the purpose of this

study is designing materials, this part begins with theory of instructional design,

then theory of materials development. Subsequently, the writer elaborates some

theories of reading and authentic materials since the materials designed in this

study are reading materials which utilize authentic texts. The last theory explains

the eleventh grade students of senior high school since the designed materials are

intended for them.

1. Instructional Design Models

Two instructional design models, promoted by Kemp (1977) and Yalden (1987),

are adapted in this study. Kemp’s model is adapted because of its flexibility. In

this model, the designer can start from any step as long as all elements are done.

Moreover, Kemp’s model can be applied in all educational level. This

instructional design model emphasizes three major problems, i.e. objectives,


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activities and resources, and evaluation (1977: 8-9). While Yalden’s model

completes Kemp’s model by emphasizing on syllabus design.

a. Kemp’s Model

According to Kemp (1977: 8), it is important to make an instructional

design plan because it will help the designers to get familiar with the design which

will be developed later. The followings are some stages designed by Kemp:

a. Determining goals, topics and general purposes

The selection of topics should consider the items from the simple to

complex level, the correlation with subject content, and students’ characteristics.

The general purposes are derived from the topics. They explicitly express

students’ and teacher’s accomplishments.

b. Mentioning Learners’ Characteristics

The designer identifies the characteristics of students, including their

capabilities, needs and interests. This information should affect the instructional

planning, including the determination of topics, the levels at which topics are

introduced, the choice of sequencing objectives, the depth of treatments and the

variety of learning activities.

c. Specifying learning objectives

The designer determines learning objectives or certain performances that

are measurable to be achieved by students.

d. Listing subject content

The designer lists subject content to support specific objectives. Kemp

offers four questions in selecting the subject content: What specifically must be


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taught or learned in this topic? What facts, concepts, and principles related to this

topic? What steps are involved in necessary procedures related to this topic? What

techniques are required in performing essential skills?

e. Developing pre-assessment

The designer develops pre-assessment to determine students’ background

knowledge about the topic. In order to plan learning activities, designers should

find out specifically the following: to what extent each student has acquired the

necessary prerequisites for studying the topic and what the student may have

already mastered about the subject to be studied.

f. Selecting teaching learning activities and resources

The designer selects teaching learning methods and instructional resources

that will be most appropriate for accomplishing each objective through subject

content. The designer needs to know the strengths and weaknesses of alternative

methods and of various materials. He/she can make his/her selection in terms of

students’ characteristics and needs.

g. Coordinating support services

The designer coordinates the support services required to implement the

design plan. They are budget, facilities, equipment, and schedules.

h. Evaluating students’ learning

The designer makes the evaluation of students’ learning in terms of their

accomplishment of objectives, with a consideration to revise and evaluate any

phases of the plan that needs improvement. The diagram on the following page

illustrates the relationship of each step in the plan to the other steps.


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Figure 2.1. Kemp’s Model of Instructional Development (Kemp, 1977: 9)

Kemp (1977: 9) explains further that developing an instruction is a

flexible process. There is an interdependence among the eight elements.

Therefore, designers can start developing the instruction from every point and go

anywhere, as long as all elements are done. The broken lines in the figure below

indicate revisions of elements made necessary by evaluation data gathered on

students’ accomplishments of objectives.

b. Yalden’s Model

The purpose of Yalden’s model is to describe syllabus that considers the

communicative needs of students. A communicative syllabus itself is a syllabus

which is designed for describing a classroom experience which is more

appropriate in an environment of real language and art (Yalden, 1987: 85).

According to Yalden (1987: 101-118, 138-145), there are eight steps in designing

instructions. Those steps are presented on the following page.

Goals, topics and general purposes

Learner characteristic

Learner objectives

Subject content

Pre- assessment

Teaching learning activities

Support services

Evaluation

Revise


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1) Conducting a need survey

This step is conducted to find learners’ needs and to write objectives that

are appropriate for the learners.

2) Stating description of the purpose

Having conducted a need survey, the designer will have a description of

the purpose of the program.

3) Selecting a syllabus to be carried out in the program

The choice of syllabus type is done when the general category of a

language program has been decided.

4) Production of proto-syllabus

The designer selects and combines syllabus contents which are in line with

the syllabus type.

5) Production of pedagogical syllabus

The specification of every single word and phrase will be conducted in this

step.

6) Development and implementation of classroom procedures

Communicative syllabus will put teacher’s role as a facilitator. Therefore,

classroom activities conducted are based on the learners’ activity.

7) Evaluation

This step is intended to evaluate all components in the language program,

i.e. the students, the instructional program, and the teaching.


13

8) Recycling stage

The last step is intended to fit between goals set and the final performance

of the learners. If there are discrepancies, materials and teaching approaches are

revised. This is labeled “recycling stage” because the whole cycle can be begun

again at this point, and adjustment made anywhere in the system based on the

feedback gathered from the evaluation stage. The steps of an instructional design

by Yalden, which is called Language Program Development, is shown in the

following figure.

Figure 2.2. Yalden’s Model of Instructional Development (Yalden, 1987: 88)

2. Syllabus Design

According to Hutchinson and Waters (1987: 80), a syllabus is defined as a

document, which says what will (or at least what should) be learnt. Reflecting

curriculum used nowadays, Kurikulum Tingkat Satuan Pendidikan/ KTSP,

Depdiknas (Model Pengembangan Silabus SMA, 2006: 5) proposes some

components which should be included in a syllabus. The components are:

a. Identification includes the name of the school, subject, and class/grade as well

as semester

Needs survey

Dscription of purpose

Selection/ development of a syllabus type

Production of a proto-syllabus

Production of pedagogical

syllabus

Development and

implementation of classroom procedures

Evaluation


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b. Standard competences which are basic abilities/skills which the students

should have in a learning process

c. Basic competences are the statements of the expected performances after the

students experience the learning process in certain competence

d. Indicators are specific form of basic competence which are measurable

e. The main materials are a description or outline of a set of materials presented

in the students’ learning experience

f. Learning experience which students will undergo, including arrangement of

activities which students should do to achieve the basic competences

g. Time allocation providing organization of time which depends on the time

provided for conducting the whole learning process

h. Assessment to assess students’ achievements

i. Sources, which may include books, brochures, magazines, and newspapers.

According to Krahnke (1987: 9-14), there are six types of syllabus, but

almost all actual language teaching syllabi are the combinations of two or more of

the types defined here. Those types of syllabus are:

a a structural syllabus, in which content of language teaching is a collection of

forms and structures, usually grammatical, of language being taught.

b a notional/functional syllabus, in which content of language teaching is a

collection of functions that are performed when language is used, or of the

notions that language is used to express. Some examples of functions include

performing, agreeing, and requesting. Some examples of notion include size,

age, color, and comparison.


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c a situational syllabus, in which content of language teaching is a collection of

real or imaginary situations in which language occurs or is used.

d a skill-based syllabus, in which content of language teaching is a collection of

specific abilities that may play a part in using language. Primary purpose of

skill- based instruction is to learn specific language skill.

e a task-based syllabus, in which content of teaching is a series of complex and

purposeful tasks that students want or need to perform with language learnt.

f a content-based syllabus, in which primary purpose of instruction is to teach

some contents or information using language that students are also learning.

Subject matter is primary and language learning occurs incidentally to content

learning.

3. Materials Development

Materials are developed in order to present models of correct language

used in a target situation (Hutchinson and Waters, 1987: 106). Hutchinson and

Waters (1987: 108-109) describe a model that should be taken into consideration

in developing materials. The model consists of four elements: input, content

focus, language focus, and task.

a. Input

Input refers to any communication data, such as text, dialogue, or video

recording, depending on needs analysis. The input provides stimulus materials for

activities, new language terms, correct models of language use, topics for


16

communication, and opportunities for learners to use their information processing

skills and their existing knowledge both of the language and the subject matter.

b. Content focus

Content of language means the information and feelings conveyed by the

language which is learned. The content should be exploited to generate

meaningful communication in the classroom.

c. Language focus

Good materials should involve opportunities for both analysis and

synthesis. Language focus enables learners to have chances to take the language to

pieces, study how it works, and practice it.

d. Tasks

After designing materials, the designer should plan communicative tasks

so that learners can use the content and language knowledge they have built up

through the unit.

However, in developing materials, teachers usually do what is called

materials adaptation. According to Tomlinson and Masuhara (2004: 11), materials

adaptation means changing existing materials so that they become more suitable

for specific learners, teachers, or situation.

They also explain techniques of materials adaptation (2004: 15-16) that

can be divided into three categories in terms of quantity, Plus (+), Minus (-), or

Zero (0) i.e. modification without changing quantity. Those three categories are

described on the following page.


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a. Plus Category

Table 2.1. Techniques and samples of Plus Category in Materials Adaptation (Tomlinson and Masuhara, 2004: 16)

Techniques Examples Addition Teachers may add different texts and/or activities Expansion Teachers may expand texts and activities by increasing the

length, difficulty, depth, etc

b. Minus Category

Table 2.2. Techniques and samples of Minus Category in Materials Adaptation (Tomlinson and Masuhara, 2004: 16)

Techniques Examples Deletion Teachers may delete some texts and/or activities altogether Subtraction Teachers may decrease the number of sentences in a text or

part of an activity Reduction Teachers may reduce texts and activities by decreasing the

length, difficulty, depth, etc

c. Zero Category

Table 2.3. Techniques and samples of Zero Category in Materials Adaptation (Tomlinson and Masuhara, 2004: 16)

Techniques Examples Modification Teachers may make changes to instructions Replacement Teachers may swap one activity with another Reorganization Teachers may change the positions of texts and illustrations Resequencing Teachers may change the sequence of the activities Conversion Teachers may change the genre of a text (from narrative to

poem), or move the content from one medium to another (e.g. from print to a web page)

4. Reading

In order to know reading well, this part will be divided into some parts.

They are background of teaching reading, models of reading processes, principles

of teaching reading, and reading in English lesson for the eleventh grade of senior

high school according to KTSP.


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a. Background of Teaching Reading

The background of teaching reading according to Nunan will be presented

here.

“In Western cultures, oral reading was the primary practice until the nineteenth century. In about 1880 a debate began on the advantages of silent reading versus oral reading” (Nunan, 2003:69).

Nunan (2003: 69) explains further that classroom approaches to teaching

reading should emphasize silent reading when the goal of reading is

comprehension of text.

b. Reading Processes

Understanding the process of reading means understanding models of how

words are recognized and how long they are kept in working memory (Nunan,

2003: 70). The models of reading process can be divided into three categories

(Nunan, 2003: 70-73). Those categories are:

1) Bottom-up model

Bottom-up model typically consists of lower-level reading process. In this

model, readers begin with the identification of letters. The information gained is

passed to a decoder, which converts the string of letters into a string of systematic

phonemes. This string is then passed and recognized as a word. The readers then

fixate on the next word and proceed in the same way until all words in a sentence

have been processed, at which point they proceed to a component in which

syntactic and semantic rules operate to assign a meaning to a sentence. Thus, this

model assumes that readers proceed by moving their eyes from left to right, first


19

taking in letters, combining these to form words, then combining the words to

form phrases, clauses and sentences of text.

2) Top-down model

In top-down model, readers draw upon their knowledge of the world and

the structure of the sentences to analyze text. In this model, the readers are seen as

bringing hypotheses to bear on the text, and using text data to confirm or deny the

hypotheses. The hypotheses may relate to the whole text and be generated by

reference to supposed schemata. In this model, the readers come to the text with

previously formed plan or background knowledge. The readers read the text by

reading the sentences and try to find the information using their background

knowledge.

3) Interactive model

Interactive model of reading combines elements of both bottom-up and

top-down models, assuming that a pattern is synthesized based on information

provided simultaneously from several knowledge sources. While reading, readers

can apply bottom-up process by recognizing the new vocabulary and the new

pattern they have not got before. By doing this, readers are expected to be able to

get information from text. Meanwhile, readers also apply top-down process by

predicting what the content of the text is about and the continuation of the text.

c. Principles for Teaching Reading

There are eight principles for teaching reading as stated by Nunan (2003:

74 – 77). The principles are described on the following pages.


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1) Exploit readers’ background knowledge

Background knowledge involves reader’s experience like life experiences,

knowledge of how texts can be organized rhetorically; knowledge of how one’s

first language works, knowledge of how the second language works, and cultural

background and knowledge. Those experiences are brought into the texts.

According to Nunan (2003: 74) “Reading can be significantly enhanced if

background knowledge can be activated by setting goals, asking questions,

making predictions, teaching text structure, and so on”.

2) Build a strong vocabulary base

Nunan (2003: 74) says that basic vocabulary should be explicitly thought

and L2 readers should be taught to use context to effectively guess the meanings

of less frequent vocabulary.

3) Teach for comprehension

Monitoring comprehension is a very important part to gain successful

reading. It includes verifying that the predictions being made are correct and

checking that the readers do make an important adjustment when meaning is not

accomplished.

Beck, McKeown, Hamilton, and Kucan (1997) in Nunan (2203: 25)

develop an excellent technique for engaging students in meaningful cognitive and

meta-cognitive interaction with text and for assisting students in the process of

constructing meaning from text which is questioning the author. In this case, the

students are used to engage with meaning and develop ideas rather than retrieve

information from the text.


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4) Work on increasing reading rate

Teachers of English language should improve their students’ reading rate

and develop reading comprehension skills simultaneously. They should be in a

balanced condition. One important thing to be done is decreasing the dependency

toward looking at dictionary by emphasizing some skills like scanning, skimming,

predicting, and identifying the text.

5) Teaching reading strategy

Based on Oxford (1996) as stated by Nunan (2003: 76), a strategy is “the

tools for active, self-directed involvement that is necessary for developing

communicative ability”. Nunan adds that “a good technique to sensitive students

to that strategies they use is to get them verbalize (or to talk about) their thought

processes as they read.”

6) Encourage readers to transform strategies into skills

As learners consciously learn and practice specific reading strategies, the

strategies move from conscious to unconscious: from strategy to skill (Nunan,

2003: 77).

7) Build assessment and evaluation into your teaching

In assessing growth and development in reading skills, it needs time and

training. Quantitative assessment which includes information from reading

comprehension tests as well as reading rate data and qualitative information which

includes reading journal responses, reading interest surveys, and responses to

reading strategy checklists are both needed in the reading classroom.


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8) Strive for continuous improvement as a reading teacher

The quality of the individual teacher is integral to success of

second/foreign language readers (Nunan 2003: 77)

d. Reading in English Lesson for the Eleventh Grade Students of Senior

High School according to KTSP

The principles of teaching reading in English lesson of senior high school

students according to KTSP are important in this study since the writer designs

reading materials for the eleventh grade students of SMA Negeri 1 Depok based

on the curriculum used nowadays, KTSP.

The level of English accomplishments of senior high school students

should achieve three levels, namely performative, functional, and informational.

In performative level, students are expected to be able to read using the symbols

that are used in reading passage. In functional level, students are expected to be

able to use the language to fulfill their daily needs, such as to read newspapers,

magazines, or directions, while in informational level, students are expected to be

able to access knowledge using linguistic ability(Peraturan Menteri No.22, 2006:

307).

Among those three levels, the focus of English lesson in senior high

school is to achieve informational level, since the students are prepared to

continue their study to a higher education level. From what is described in KTSP

(Peraturan Menteri No.22, 2006: 308) the scope of English lesson in senior high

school, especially reading, involves three aspects. The aspects are as follows.


23

1. the ability to understand written texts to achieve informational level.

2. the ability to understand various short functional texts and monologues in

the form of procedure, descriptive, recount, narrative, report, news item,

analytical exposition, hortatory exposition, and spoof.

3. Supporting competencies, including linguistic competence, (the use of

grammar and vocabulary, intonation, and tones), socio-cultural

competence (the use of appropriate expressions in various contexts), and

strategy competence (solving problems rising when reading texts).


Theoretical description of authentic materials is divided into some parts.

They include the definitions of authentic materials, advantages of authentic

materials, problems with authentic materials, and solutions to minimize the

problems of utilizing authentic materials.

a. Definitions of Authentic Materials

Materials that are usually used in classroom are textbooks. Textbooks are a

collection of written or oral texts selected and sequenced for learners with

accompanying explanations and activities. They usually combine language

samples, explanations, and activities into a single volume. However, textbooks are

sometimes not sufficient for learning materials since they cannot foresee all the


24

needs of individual teachers and learners. It means that we need materials which

are not textbooks. These kinds of materials are usually called authentic materials.

There are some definitions of authentic materials. First, Abbot and

Wingard (1987: 279) define authentic materials as “materials which are actually

used in a mother-tongue situation.” However, they also mention that a teacher or a

course writer may also produce authentic materials if he makes up an

advertisement or other forms of authentic texts which are much like the real thing.

It means that they make the concept of authentic materials not limited only to any

texts which are specially designed by teachers for language learning purposes.

Nonetheless, Nunan (2003: 329) has a different opinion from Abbot and

Wingard’s concept of authentic. He states that authentic texts should be authentic.

The texts should be taken from real situations and usage, and should not be

written especially for language learning purposes.

In this study, authentic materials refer to materials which are designed for

native speakers, not for language students. They are not originally written for

language teaching purposes, but for fulfilling social purposes.

b. Advantages of Authentic Materials

There are some advantages of the use of authentic materials. One obvious

advantage of using authentic materials is that topics of the materials can be

constantly updated. Students will pay attention and will be eager to read

something which is in accordance with their personal interest and which contains


25

new information for them. Parks (1982: 40) states that newspapers as a form of

authentic materials contain information which is new to students and even would

be on the subject of their personal interests. Melvin and Stout (1987: 51) add that

the use of authentic materials can give learners information and knowledge about

what happens on the other side of the world.

Another advantage of authentic materials is that they bring positive effect

to learners’ motivation. This is because the topics are interesting and up-to-date.

Beside that, the learners will get satisfaction after being able to read authentic

texts. Howell (1986: 40) states that “the authenticity of the texts provides for

motivated reading, leaving the foreign students with a sense of pride at having

accomplished a recognizable feat in the challenging arena of English-language

learning.”

In addition, authentic materials provide learners with information on the

cultural and social life of foreign countries. In other words, learners will not only

be able to learn the target language, but also the target society and its culture as

well. Parks (1982: 40) mentions that by using newspapers, as one example of

authentic materials, students will not only learn to read newspaper articles as well

as to learn the language, but also the culture that the articles reflect.

Furthermore, authentic materials can present excellent examples of the real

use of the language as a means of communication. This idea is supported by

Abbot and Wingard (1987: 280) who state that the call for authenticity has a

positive value. It warns us against teaching language far removed from anything

that would occur in a real situation outside language classroom.


26

c. Problems with Authentic Materials

It is pointed out that alongside with the advantages of authentic materials,

there might be some problems in utilizing authentic materials. The problems when

using authentic materials are as follows.

The first problem is related to the language used in the authentic materials.

Berardo (2006: 65) states that language used is sometimes too difficult and

complicated and that foreign learners will experience serious problems in

comprehending the readings.

The second problem is that an influence of the culture and social context

of where authentic materials are made sometimes makes foreign learners confused

in comprehending the texts. This idea is supported by Berardo (2006: 65) who

states that authentic materials may be too culturally biased and there are too many

structures which are mixed, causing lower levels have a hard time decoding the

texts.

In addition, according to Berardo, authentic texts which consist a great

deal of cultural information will make students confused. It is because the students

find attitudes and behaviours which are inappropriate with their own culture.

d. Solutions to minimize the Problems of Utilizing Authentic Materials

In utilizing authentic materials, teachers can not only pick any printed

materials and use them in class. There are several principles that should be noted

before using such materials.


27

Teachers can solve the problems of too-difficult language used in

authentic materials by careful selection of texts. In selecting appropriate reading

texts for a group of EFL learners, teachers should select texts with an appropriate

level of difficulty for the learners. Schultz (1982: 10) points out that suitable texts

will avoid ‘frustrating reading.’

Furthermore, in dealing with cultural problems in authentic materials,

teachers should be able to bridge cultural gap by presenting cultural information

to students. This idea is supported by Steffenson and Joag-Dev as stated by

Herawati (1996:87) who state that “learning to read is easier when the cultural

background is familiar and students can draw on cultural information in the

decoding process.”

In addition, Herawati (1996: 88) explains that it is worthwhile to vary the

topics and the types of materials used in class to uphold learners’ enthusiasm and

keep class alive. She adds that there are various kinds of sources such as journals,

magazines, newspapers, and so forth. Parks (1982: 80) suggests several types of

authentic texts which are easy to find. They are headlines, short stories, music

news, advertisements, political cartoons, letters to the editors, radio and TV

programs, maps, jokes, recipes, editorials, sport news, horoscopes, photographs,

comic strips, news articles, fashion news, weather forecasts, and book or film

reviews.


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6. The Eleventh Grade Students of Senior High School

In general, the eleventh grade students of senior high school are 17 years

old. According to Hamachek (1985) in his book entitled Psychology in Teaching,

Learning and Growth, at this age, teenagers start looking for their own

personality; they concern about appearance and start considering the importance

of relationship with others. They make their own decision, develop moral values,

establish sexuality awareness and closer relationship with others, and hunt for

challenging moments in their life.

Further, according to Hamachek (1985), there are three social cognitive

problems in the cognitive development of the eleventh grade students of senior

high school. The problems are related to how they form and arrange their own

point of view and decision about other features based on several considerations,

how they try to value and react towards others as they value and react towards

themselves, and how they form their self consciousness, figuring out their

personal characteristics by creating social interaction and conceptualizing social

norms and rules around them.

In conclusion, teenagers’ cognitive development is moving to a higher

step. They develop their own differentiation; showing their personal impressions

to confirm that they exist and they want to be admitted by other people. They also

develop their communicative ability by formulating their own opinion that might

be different from others and appreciate others’ opinion. Besides, they create their

subjectivity, realizing that the moral standard is changing and there will be

reasoning based on concrete situation.


29

In relation to reading passages that are interesting for senior high school

students, Oka conducted research on reading interests of senior high school

students in Indonesia. The results of his research showed the kinds of reading

passage that senior high school students prefer to read., as described by Oka

(1982: 4-5) describes the kinds of reading passage. The kinds of reading passages

are described on the following pages.

a. Readings on general knowledge

Readings on general knowledge consist of articles informing something to

add knowledge related to daily life needs, e.g. small worms that are dangerous,

glasses for dogs, sun movements, etc.

b. Readings on socio-cultural phenomenon

Readings on socio-cultural phenomenon include articles containing factual

news related to society and the cultures, e.g. forest tourism in Bali, hedonism in

youth, preservation of water source, etc.

c. Readings on famous figures

Readings on famous figures include articles on people who struggle for

maintaining their life and/or reaching their dreams or who have interesting

personality, e.g. Dr. Johnson, a bellboy who succeeded to become a surgeon.

d. Literatures

Readings on literature only cover short stories.

e. Readings on ethic and government

Readings on ethic and government consist of articles describing what

government has done in governing the country, e.g. the law of labours, etc.


30

f. Others, including crossword puzzle, anecdotes, advertisements, etc.

Senior high school students’ reading interest is mostly in readings on

general knowledge. They tend to search for new knowledge and new experience,

while their big interest in readings on socio-cultural phenomenon and readings on

figure is interpreted as the results of their efforts of developing their own

differentiation; showing their personal impressions to confirm that they exist, both

as an individual and a member of society.

B. Theoretical Framework

In order to design a set of authentic reading materials, the writer adapts

two models promoted by Kemp (1977: 8) and Yalden (1987: 101-118, 138-145).

In addition, some theories related to syllabus design (Peraturan Menteri No.23,

2006: 5), Krahnke (1987: 9-14), materials adaptation ( Tomlinson and Masuhara,

2004: 15-16), principles of teaching reading (Nunan, 2003: 74 – 77), Reading in

English lesson for the eleventh grade students of senior high school according to

KTSP (Peraturan Menteri No.22, 2006: 307-308), solutions to minimize the

problems of utilizing authentic materials (Schultz, 1982: 10; Herawati, 1996: 87-

88; Parks, 1982: 80), and the characteristics of the eleventh grade students of

senior high school (Hamachek, 1985). The elaboration of each step in the model

of designing the materials is presented on the following pages.

Step 1: identifying learners’ characteristics

The writer conducts needs analysis by interviewing an English teacher of

the eleventh grade students of senior high school and distributing questionnaires


31

to the eleventh grade students of senior high school. These analyses are aimed at

discovering learners’ needs and teachers’ expectations toward the designed

materials.

Step 2: identifying goals and general purposes

After identifying the learners’ characteristics, the writer identifies the

goals and general purpose.

Step 3: listing topics

The topics of the materials are listed in accordance with the results of

learners’ needs analysis and some text genres that should be learnt by the eleventh

grade students of senior high school.

Step 4: specifying learning objectives

In this step the writer specifies learning objectives that are measurable to

be achieved by the students.

Step 5: listing subject contents

In listing subject contents, the writer collects some texts from authentic

sources. The texts were collected in accordance with the topics which have been

decided. Besides, the writer takes some theories needed in the materials. The

theories include communicative purpose and generic structure of each genre to be

learnt by the students.

Step 6: developing a syllabus

After listing the subject contents, the writer elaborates a syllabus. Among

six types of syllabus proposed by Krahnke (1987: 9-14), the writer chooses a


32

functional-notional syllabus. It is based on the consideration that KTSP

(Peraturan Menteri No.22, 2006: 308) requires reading materials for the eleventh

grade students of senior high school include some genres of texts.

Text genres represent the functions that should be learnt by the students. In

addition, the writer will consider the notion in the syllabus by referring to the

topics of the materials which are in accordance with the results of the learners’

needs analysis.

Step 7: Developing materials

In developing the materials, the writer adapts the materials by applying the

principle of the Plus Category (Tomlinson and Matsuhara, 2004: 15-16), which is

called addition. The writer adds some exercises, and activities which are suitable

for the students’ needs and interests. In deciding the exercises and the activities,

the writer considers some principles of teaching reading stated by Nunan (2003:

74 – 77) and the objectives which will be achieved.

In addition, the writer also applies the principle of Zero Category which is

called reorganization. Here the writer changes the positions of texts and

illustrations. This technique is used in order to make the materials more

interesting.

Step 8: evaluating the designed materials

After designing the reading materials, the writer conducts evaluation on

the designed materials. In this step, the writer conducts expert validation by

interviewing some English teachers of the eleventh grade of SMA Negeri 1 Depok

and some lecturers of English Education Study Program of Sanata Dharma


33

University. Besides, the writer tries out the materials to students of one class of

the eleventh grade of SMA Negeri 1 Depok and then distributes questionnaires to

the students. This evaluation is conducted in order to know the effectiveness of

the materials and to gain feedback on the designed materials.

Step 9: revising the designed materials

Based on the feedback obtained from the materials try out and the expert

validation, the writer revises any phases that need improvement. It implies that

revision can be implemented in any previous step. The writer discovers which

improvement needed to finally revise the materials.

The steps of designing authentic reading materials for the eleventh grade

students of SMA Negeri 1 Depok are summarized in a figure on the following

page.


34

Figure 2.3. The Overall Steps of Designing Materials

The steps of designing materials above will be matched with the steps in

research procedure in Research and Development (R & D) study, which will be

discussed in the following chapter.

Identifying Learners’ Characteristics

Identifying Goals and General Purposes

Listing Topics

Specifying Learning Objectives

Listing Subject Contents

Developing a Syllabus

Developing Materials

Evaluating the Designed Materials

Revising the Designed Materials


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CHAPTER III

METHODOLOGY

This chapter clarifies methodology of the study. It discusses research

method, research participants, research setting, research instruments, data

gathering, data analysis technique and research procedures.

A. Research Method

The method used in this study was a research and development study.

According to Borg and Gall (1985: 772), educational research and development

(R&D) is “a process used to develop and validate educational products”. In this

study, the term “products” in Borg and Gall’s definition referred to instructional

materials, especially authentic reading materials. The writer applied research and

development (R&D) study since this research type matched the steps in designing

materials as described in the theoretical framework in chapter two.

According to Borg and Gall (1985: 772), R & D cycle consists of ten

steps. Those steps are research and information collecting, planning, developing

preliminary form of product, preliminary field testing, main product revision,

main field testing, operational product revision, operational field testing, final

product revision, and dissemination and implementation. However, this research

did not use all of the steps described by Borg and Gall (1983: 775). Nonetheless,

this study only applied step one until step five. Therefore, R&D study adopted in

this study was the modified one. It consisted of five steps.


36

1. Research and Information Collecting

Research and information collecting step was conducted through two

ways. They were review of literature and learners’ needs analysis.

a. The review of literature was intended to obtain some references and

information as the basis of the study. The writer studied some theories related

to the study, including instructional design models, theories of reading,

materials development, authentic materials, the eleventh grade students of

senior high school and senior high school curriculum.

b. The learners’ needs analysis was done by distributing questionnaires to the

eleventh grade students of social department of SMA Negeri 1 Depok and

doing interview with an English teacher. It concerned with the students’

opinions about what kinds of materials they needed and the teacher’s

expectations on the materials designed. This step was conducted to obtain the

learners’ characteristics as it was in line with the first step in designing

materials adapted from Kemp’s and Yalden’s models.

2. Planning

In the planning step, the writer set goals and general purpose, decided

topics that were suitable for the students’ needs and interests, and formulated

objectives that the students were expected to achieve. This step was in accordance

with step 2, step 3 and step 4 in designing materials adapted from Kemp’s and

Yalden’s models.


37

3. Developing a Preliminary Form of Product

In developing a preliminary form of product step, the writer prepared

authentic reading materials for students based on the data gathered from the

research and information collecting. Texts used for the materials were gathered

from authentic sources, such as on-line magazines, articles, and essays.

After that, the writer determined a course sequence which would be stated

in the form of functional-notional syllabus. In using the authentic materials, the

writer developed the materials by adapting the materials. In this step, the writer

applied the principle of the Plus Category and the Zero Category proposed by

Tomlinson and Masuhara (2004: 16). After choosing the appropriate texts, the

writer created activities and tasks for the students to enable them develop their

reading skills. This step was in accordance with step 5, step 6 and step 7 in

designing materials adapted from Kemp’s and Yalden’s models.

4. Preliminary Field Testing

This step was in line with the results of the seminar on methodology of

research and development held by National Education Department of Indonesia

2008. In this seminar, it was stated that a research and development study should

include expert validation and materials validation.

The term expert validation means that the writer needed to gain feedback,

comments and suggestions from some respondents who were considered as

experts on designing materials for the eleventh grade students. The respondents

were English teachers of SMA Negeri 1 Depok and English lecturers of Sanata


38

Dharma University. They were chosen since they had experience in designing and

teaching learning process.

In addition, the term materials validation was in accordance with a step

called materials try out conducted in this study. The writer tried out the designed

materials to the eleventh grade students. After that, the writer distributed

questionnaires to the students.

Therefore, there were two techniques conducted in this step. They were

trying out the designed materials and expert validation. The expert validation was

conducted through distributing the designed materials to the respondents and

interviewing them to obtain evaluation and to gain feedback on the designed

materials. This step was combined with evaluating the designed materials as

stated in step 8 in designing materials adapted from Kemp’s and Yalden’s models.

5. Main Product Revision

Main product revision was the last step in this study. In this step, the writer

revised the materials based on the results of the evaluation obtained in the fourth

step. This step was in accordance with step 9 in designing materials adapted from

Kemp’s and Yalden’s models.

In addition, according to a seminar on methodology of research and

development held by National Education Department of Indonesia 2008, a

research and development should include a specification of product. Specification

of product means the details or features of the designed materials that can


39

distinguish the materials from other materials. The specification of product in this

study is explained as follows.

Product Specification

Aspects Specification Name a Set of Authentic Reading Materials for the Eleventh Grade

Students of SMA Negeri 1 DepokPurpose To enable the students to be able to understand the meanings

of short functional texts and simple essays in the form of report, narrative and analytical exposition in daily life contexts and to access knowledge.

Target The eleventh grade students of SMA Negeri 1 Depok Language skill Reading Sources Authentic materials Curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP) Syllabus type Functional-notional syllabus Time allotment 6 meeting x (2 x 45’) Type of product Printed materials The use of materials

Supplementary materials used in class with teacher’s guide

Activities Reading aloud, answering comprehension question, discussion, identifying main idea of text, matching words with their meanings, filling in the blanks, summarizing, arranging jumbled paragraphs, developing a text based on certain genres.

Strategies Individual work, pair work, group work Media Texts, pictures, worksheet Evaluation tools Quiz, written test (multiple choice, True/false questions, and

essays)

B. Research Participants

There were two groups of the research participants in this study because

there were two kinds of data needed. The first group was participants of the

research and information collecting, while the second group was participants of

the preliminary field testing.


40

In the research and information collecting step, the participants were the

eleventh grade students of social department of SMA Negeri 1 Depok and the

English teacher of SMA Negeri 1 Depok. The data collected from the students

were the students’ opinions on what materials they needed and they wanted. The

writer used cluster sampling for gaining the data in order to make it easier for the

writer to distribute the questionnaires. The questionnaires were distributed to all

students in one class among four classes of social department of the eleventh

grade in SMA Negeri 1 Depok.

In addition, the English teacher chosen was the teacher who taught the

eleventh grade students of social department of SMA Negeri 1 Depok because

there was only one teacher who taught the eleventh grade students of social

department of SMA Negeri 1 Depok. She was chosen because she was the person

who knew the students well since she had experienced teaching those students.

Furthermore, there were two groups of the participants of the preliminary

field testing. The first group was the students to whom the designed materials

tried out. The materials were tried out to the students of a social class of SMA

Negeri 1 Depok. Additionally, the second group was the participants of the expert

validation. They were English teachers and some lecturers. They were chosen to

evaluate the designed materials since they had experience of teaching English.

There were two English teachers who taught the eleventh grade students of SMA

Negeri 1 Depok and two lecturers of English Education Study Program of Sanata

Dharma University chosen to be the expert validation participants.


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C. Research Setting

This study was conducted in the eleventh grade of social department of

SMA Negeri 1 Depok. The study was conducted on active days from June to

October 2008.

D. Research Instruments

There were two instruments used in this study. They were interviews and

questionnaires.

1. Interview

Interview is a way of gathering data about people’s feeling, thoughts,

beliefs and opinions by asking them some questions. According to Ary et al

(2002: 175), there are two types of interviews. They are structured interview and

unstructured interview.

In the research and information collecting step, the writer used the

unstructured interviews to interview an English teacher of SMA Negeri 1 Depok.

It was based on the consideration that the answers needed were in a form of

information about the participant’s views, opinions, and attitudes about the

students’ characteristics, material sources used, the students’ difficulties and

problems in reading classes, and curriculum used by the teachers.

Additionally, in the preliminary filed testing, the writer also employed the

structured interview to gain feedback from the respondents. This type of interview

was used since the answers needed were in a form of information about the

participant’s views, opinions, and attitudes about the appropriateness of the


42

designed materials to teach the eleventh grade students of SMA Negeri 1 Depok

and to gain feedback to improve the materials. The questions included contents,

activities and exercises, arrangement and organization of the designed materials.

2. Questionnaires

Elliot (1991: 82) states that a questionnaire is a list of questions asking

about people’s opinion. There are two types of questionnaires (Ary et al, 2002),

the one having a structured or closed form and the other one having an

unstructured or open form. The closed form items are usually used to make it

easier for the participants in filling the questionnaires since the answers of the

questions are available. In contrast, the open form items are used to obtain more

information from the participants because they are permitted to answer the

questions freely. In this study, the two forms of questionnaires were used for

different purposes.

The questionnaires in the research and information collecting step were

distributed to the eleventh grade students of social department of SMA Negeri 1

Depok. Here the writer chose the closed form items since the students could

answer by simply circling the provided answer. The questionnaires asked the

students’ difficulties in reading classes, their interest in learning English and

topics they liked to read. The writer made the questionnaires in Bahasa Indonesia

in order to avoid misinterpretation.

In the preliminary field testing, the writer used questionnaires as a means

of gaining evaluation on the designed materials. The questionnaires were


43

distributed in a form of semi-structured items which were given to the eleventh

grade students of the social department of SMA Negeri 1 Depok, to whom the

materials tried out.

The respondents were expected to answer questions in using the given

choices. In the questionnaires, the writer raised some questions related to the

designed materials and reflection of what they had learnt. After that, the

respondents were given freedom to give comments and suggestion toward the

designed materials using their own words.

E. Data Collection

In this study, the data were collected from two sources. The sources were

the research and information collecting step and the preliminary field testing step.

The data from the research and information collecting step were gathered

in order to answer the first research problem, that is, how a set of authentic

reading materials for the eleventh grade students of SMA Negeri 1 Depok was

designed. The writer obtained the data in this step by doing review of literature,

interviewing, and distributing questionnaires.

In doing review of literature, the writer studied senior high school

curriculum and some theories related to the study. In addition, the writer

interviewed the English teacher of the eleventh grade of social department of

SMA Negeri 1 Depok using the unstructured interview.

The unstructured interview was chosen since the answers needed were in

the form of information about the participants’ views and opinions. The interview


44

asked about the students’ characteristics, material sources usually used, the

students’ difficulties and problems in reading classes, and the curriculum used by

the teacher.

Besides, the writer also distributed questionnaires to the eleventh grade

students of social department of SMA Negeri 1 Depok. The writer chose the

closed form items of questionnaires since the students could answer by simply

circling the provided answer. The questionnaires involved questions about the

students’ difficulties in reading classes, their interest in learning English and the

topics they liked to read. The data of the research and information collecting step

were gained on June- July 2008.

After the data from the research and information collecting were gathered,

the writer analysed them, and then designed the materials. After designing the

materials, the writer did the preliminary field testing. The data from the

preliminary field testing were gathered in order to answer the second research

problem, that is, what the designed set of authentic reading materials for the

eleventh grade students of SMA Negeri 1 Depok looked like.

In the preliminary field testing step, the data were gathered by

interviewing some expert validation respondents. In this step, the writer

interviewed the English teachers of SMA Negeri 1 Depok and the lecturers of

English Education Study Program of Sanata Dharma University using

unstructured interview. Here the writer raised some questions related to the

appropriateness of the designed materials, including the contents, the activities

and the exercises, and the arrangement and the organization of the materials.


45

In addition, in the preliminary field testing, the writer tried out the

designed materials to the eleventh grade students of a social class of SMA Negeri

1 Depok then distributed semi-structured questionnaires to the students. The

questionnaires were intended to obtain the students’ evaluation toward the

designed materials.

In addition, the data from the preliminary field testing then were analysed

to improve and finally present the final version of the materials. The whole

process of the data collection is illustrated in a diagram on the following page.


46

Table 3.1. The overall process of data collection

Step Instrument Respondents Data gathered Research Problem Time

Research and

Information Collecting

Review of literature

Theories of instructional design models, syllabus design, materials development, authentic materials, the eleventh grade students of senior high school, and senior high school curriculum

1

June 2008 -

August 2008

Interview An english teacher of social

department of SMA Negeri 1 Depok

Students’ characteristics, material sources used, students’ difficulties and problems in reading classes, curriculum used by the teachers

1 June 2008

Questionnaires

The eleventh grade students of social department of SMA Negeri

1 Depok

students’ difficulties in reading classes, their interest in learning English, topics they liked to read

1 July 2008

Preliminary Field

Testing

Questionnaires (Materials Try Out)

The Eleventh grade students of social department of SMA Negeri

1 Depok Evaluation on the designed materials 2

September-

October 2008

Interviews

(Expert Validation)

English teachers of SMA Negeri 1 Depok and English lecturers of

Sanata Dharma University Evaluation on the designed materials 2 October

2008


47

F. Data Analysis Techniques

According to Bodgan and Biklen (1982: 145) data analysis is a process of

searching and organizing data that have been accumulated. This process has two

purposes, that are, to increase our understanding of the data and to enable us to

present the findings to others.

As mentioned in the data collection, there were two sources of data in this

study. The first source of data was the research and information collecting step.

The instruments used for the gathering data in this step were review literature,

questionnaires and interview. The data from questionnaires distributed to the

students were calculated using percentages for describing the results of the

students’ answers of the questionnaires.

According to Ary et al (2002: 125), “The percentages are calculated by

dividing the total number in one category by the total number in all categories and

multiplying the result by 100.” Percentages, however, could express the

information in a clearer way as so it would be easier to interpret and understand

the data presented. The formula used to calculate the percentage is as follows.

n x 100%

∑ n

Notes:

n = the number of students who chose certain topics

∑ n = the total number of students

After analysing the data from review of literature, interviews and

questionnaires, the writer then summed up the information of what the students


48

expected to learn within the lesson, which furthermore helped the writer in

designing the materials. Based on the data gathered, the writer then could

determine the exercises and the topics that were suitable as well as the language

focus used.

After designing the materials, the writer interviewed the English teachers

and the lecturers. The data gathered from the interview were then analyzed

through qualitative data analysis. Besides, the writer distributed questionnaires for

the preliminary field testing in order to evaluate the materials. Since the

questionnaires distributed were in the form of semi-structured questionnaires, the

data were analysed through percentage and qualitative data analysis. From the

respondents’ answers, the writer interpreted the data and made description of the

respondents’ criticisms and suggestions. The results of the questionnaires and the

interviews were used to revise and finally improve the designed materials.

G. Research Procedures

This research was conducted through the following steps:

1. Doing Review of Literature

2. Doing Learners’ Needs Analysis

3. Making instructional syllabus for materials design

4. Designing authentic reading materials for the students

5. Distributing, and analyzing questionnaires for evaluating the materials

6. Revising the designed materials


49

The following figure sums up the whole process of designing authentic

reading materials which adapted R and D study combined with Kemp’s and

Yalden’s steps of instructional design.

Figure 3.1. Research and Development Study combined with Kemp’s and Yalden’s

Steps of Instructional Design

Planning

Formulating Goals and General Purpose

Developing Preliminary Form of

Product

Listing Topics

Research and Information Collecting

Identifying Learners’ Characteristics

Preliminary Field Testing (Materials Try

Out & Expert Validation)

Main Product Revision

Evaluating the Materials

Revising the Materials

Specifying Learning Objectives

Listing Subject Contents

Developing a Syllabus

Developing Materials


50

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results of the research and discussions related to

the focus of the study. This chapter is divided into two parts. The first part is the

description of the steps to design the materials, which is aimed at answering the

first question of the study, namely, how a set of authentic reading materials for the

eleventh grade students of SMA Negeri 1 Depok is designed.

The second part presents the designed materials. This part is aimed at

answering the second question of the problem formulation, namely, what the

designed set of authentic reading materials for the eleventh grade students of

SMA Negeri 1 Depok looks like.

A. The Steps of Designing the Set of Authentic Reading Materials for the

Eleventh Grade Students of SMA Negeri 1 Depok

This step elaborates the R & D steps (Borg and Gall, 1985: 772) which

were combined with the steps of designing a set of materials adapted from

Kemp’s (1977) and Yalden’s (1987) models. There were five steps involved in

designing the materials as follows.

1. Conducting research and information collecting

The data of the research and information collecting were obtained through

reviewing relevant literatures, interviewing, and distributing questionnaires.


51

a. Reviewing Relevant Literatures

In reviewing the relevant literatures, the writer studied some theories

related to the study and senior high school curriculum (KTSP). All the literatures

were included in chapter two.

b. Conducting Interview

The writer interviewed the English teacher of social department of SMA

Negeri 1 Depok by employing an unstructured interview. The interview was

conducted on July 18, 2008. The results of the interview are presented as follows.

Table 4. 1. Summary of Teacher’s Interview No Statement Results 1. Students’

characteristics

Most students participated actively in English subject. They were motivated in reading classes when the materials were interesting for them. They were interested in materials that they could find in daily life contexts and also materials related to teens, such as love, etc.

2. Experience in reading classes

√ There were 4 contact hours of English lesson each week. The teacher conducted the lesson by employing topic-based in integrated way, without specific time allocated for each language skill.

√ The tasks varied, individually, in pairs or in groups of four.

√ The activities varied. In general, the reading classes were divided into three sections. They were as follows. a. Pre-reading: by discussing on the topic. b. Whilst-reading:

by reading texts, discussing difficult words, answering questions for reading comprehension, sometimes by doing discussions related to the contents of the texts, and analyzing the genre and the generic structure of the texts.

c. Post-reading: by summarizing what had been learnt or asking the students to conduct writing activity through individual or pair works.

√ Comprehension questions were raised in various ways, yes/no, true/false, or wh-questions.


52

No Statement Results

3. Method The method used was communicative language teaching method. It was used because it gave more opportunities for the students to communicate actively using the target language

4. References The teacher compiled materials from various textbooks or prepared the texts by herself

5. Difficulty the students found in reading classes

The vocabulary used in some reading texts became the major difficulty that the students found in reading classes. The teacher usually asked the students to discuss the difficult words with their friends or gave the clue to the meaning of the words, or the students opened the dictionary

6. Curriculum KTSP. In this curriculum, the teacher taught reading based on the genres of the texts as stated in the curriculum

7. Suggestion for reading materials

√ The teacher thought that it was a good idea to use authentic materials because the students would be more interested in reading, since the texts could be found in their daily life.

√ The type of authentic materials that were relevant were texts having genres in accordance with what the students should learn, as stated in KTSP.

√ In accordance with the length of the passage, it was better to use the short passage using simple languages when trying to make the students understand the genres of texts and their generic structure. When the students understood the genre well, the longer texts or texts which have more complex language could be used.

From the interview, there were some points to note as the consideration to

design the materials:

1) The topics and materials should be appropriate for the eleventh grade

students.

2) The materials should encourage the students to think, meaning that the

materials presented should not be too short and too easy.


53

3) The activities should lead the students to comprehend the materials well.

The activities should be conducted in a gradual way, from simple activities

to the more difficult ones.

4) The activities should vary as well as the tasks. They can be individual, pair

and group tasks.

5) The lesson should include three stages, namely pre-reading, whilst-reading,

and post-reading.

6) The reading texts should be in accordance with the genres of the texts to be

learnt by the eleventh grade students of senior high school.

c. Distributing Questionnaires

The writer also distributed closed form questionnaires to the eleventh

grade students of social department of SMA Negeri 1 Depok. The questionnaires

were distributed to all students in one social department class of the eleventh

grade in SMA Negeri 1 Depok. The questionnaires were distributed on July 28,

2008. The writer distributed 33 questionnaires and received the same number of

the questionnaires back. The results of the questionnaires are presented as follows.

Table 4. 2. Summary of Students’ Questionnaires (Part1)

No Question Answer Yes Percentage No Percentage

1. Do you like English subject? 18 54,54 % 15 45,45 % 2. Do you enjoy reading classes

in English subject? 28 84,84 % 3 9,09 %

3. Are the materials of reading conveyed in interesting ways? 19 57,57% 14 42,42 %

4. Are the exercises in reading classes easy and interesting? 23 69,69 % 10 30,30 %

5. Are the methods used by the teacher in reading classes interesting?

21 63 % 12 37 %


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Table 4. 3. Summary of Students’ Questionnaires (Part 2) No Statements Responses Percentage6. Factors causing

difficulties in reading classes

a. There were many difficult words b. The grammar of the texts was

difficult to understand c. Materials delivery was too fast d. The texts were too long e. The topics were not interesting

51,51 %

57,57 % 0 %

12,12 % 21,21 %

7. The actions that the students did when finding difficult words

a. Ask friend(s) b. Ask the teacher c. Find the meaning in dictionary d. Let it be e. Others

45,45 % 33,33 % 69,69 %

0 % 3,03 %

8. Activities that the students liked in reading classes

a. Discussion b. Question and answer c. Answering comprehension question d. Presentation e. Others

69,69 % 12,12 %

36,36 % 3,03 % 0 %

9. Topics that the students liked to read

a. Environment b. Animals c. Ghost d. Sports e. Culture f. Healthy life g. Politics h. Jobs and occupation i. Outer Space j. Technology k. Arts l. Short stories m. Others

9,09 % 33,33 % 60,60 % 42,42 % 27,27 % 33,33 % 6,06 %

12,12 % 0 %

15,15 % 51,51 % 12,12 % 33,33 %

The conclusions drawn were that the respondents said that they were

happy following English lesson with their English teacher. They also enjoyed

reading classes because most of them said that the reading materials were

conveyed in interesting ways and the exercises were easy and interesting for them.

They also said that the methods used by their teacher were also interesting. On the

other hand, most of the students had difficulties in reading classes because the

structure of sentences used in the texts were too difficult to understand. Beside


55

that, they also found difficulties in understanding difficult words in the texts. Most

of them were interested in some kinds of activities in reading classes, especially

discussion and answering comprehension questions.

There were some topics that were the most interesting for the students to

learn. They were ghost, technology, sports, animals, healthy life, and short stories.

2. Planning

The planning step was conducted after the research and information

collecting step. There were three steps conducted in the planning step. They were

formulating goals and general purpose, listing topics, and specifying learning

objectives.

a. Formulating Goals and General Purpose

Based on the results of the research and information collecting,

particularly the ones related to the goals of English subject of senior high school

students and standard competence (SC) for reading classes in English lesson for

the eleventh grade students of senior high school, the writer formulated goals and

general purpose of the designed materials.

Therefore, there were three goals of designing the materials. The goals

were:

1) developing communicative competence in both written and oral forms in

order to achieve the informational literacy level.

2) recognizing the essence and the importance of English language in order to

improve national and global competitiveness.


56

3) developing learners’ understanding about the relation between laguages and

cultures.

Furthermore, the writer formulated the general purpose by considering the

SC in KTSP. Therefore, the general purpose of designing the materials was to

enable the students to be able to understand the meanings of short functional texts

and simple essays in the form of report, narrative and analytical exposition in

daily life contexts and to access knowledge.

b. Listing Topics

The writer listed topics that would be presented in each unit. In arranging

the topics, the writer considered two points. First, the writer considered the

curriculum, whether these topics were appropriate or not to be given to the

eleventh grade students of senior high school by referring to the genres of the

texts to teach. Second, the writer considered the topics that were interesting for the

students by considering the results of the research and information collecting.

Thus, there were six topics selected in this study. The topics are as follows.

Table 4. 4 . The Lists of Topics UNIT GENRE OF TEXT TOPICS

1. Report Koala

2. Report Wild Animals

3. Narrative The Princess

4. Narrative The Vampire

5. Analytical Exposition Sport

6. Analytical Exposition Internet


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c. Specifying Learning Objectives

After listing the topics, the writer specified the learning objectives to be

achieved by the students at the end of the course. The writer categorized the

learning objectives into two categories. They were general and specific learning

objectives. The general objective was not measurable, while the specific

objectives were measurable, as stated by Kemp (1977: 24) that objectives should

be measurable.

The general learning objectives were taken from basic competence (BC)

for reading classes in English lesson for the eleventh grade of senior high school.

Therefore, the general objective was to enable the students to be able to respond

meanings and rhetorical steps in essays using variety of written language

accurately and fluently in daily life contexts and to access knowledge in the form

of report, narrative, and analytical exposition texts.

Additionally, the writer formulated the specific objectives based on the

topics of the units. The specific objectives might be similar with indicators. The

specific learning objectives are presented on the following page.

Table 4. 5. The Specific Learning Objectives of the Designed Materials

UNIT Main Material

Specific Learning Objectives

1 Report text “Koala”

Mention some characteristics of the animal reported Identify the main idea of the report text Find the meanings of words used in the text Analyze the generic structure of the text Identify the communicative purpose of the text

2 Report Text “Wild

Animals”

Mention some characteristics of the animal reported Identify the main idea of the report text Find the meanings of words used in the text Analyze the generic structure of the text Identify the communicative purpose of the text


58

UNIT Main Material

Specific Learning Objectives

3 Narrative Text “the Princess”

Mention some incidents happen in the story Find the meanings of words used in the text Mention the moral value of the text being read Analyze the generic structure of the text Identify the communicative purpose of the text

4 Narrative Text “the Vampire”

Mention the character(s) of the story Mention some incidents happen in the story Find the meanings of words used in the text Analyze the generic structure of the text Identify the communicative purpose of the text

5 Analytical Exposition

Text “Sport”

Find the main idea of the analytical exposition text Mention some arguments of the text Find the meanings of words used in the text Analyze the generic structure of the text Identify the communicative purpose of the text


Text “Internet”

Find the main idea of the analytical exposition text Mention some arguments of the text Find the meanings of words used in the text Analyze the generic structure of the text Identify the communicative purpose of the text

3. Developing Preliminary Form of Product

There were three steps in the preliminary form of product. They were

listing subject contents, designing a syllabus, and developing materials.

a. Listing the Subject Contents

In listing the subject contents, the writer collected authentic texts from

various sources. In choosing the texts, the writer selected authentic materials in

the form of articles having report, analytical exposition, and narrative genres. The

authentic texts were gained from various sources in the internet. The internet was

used as the source of the materials as it was easy to use, the sources were

abundant and the students could easily find and operate the internet nowadays.


59

Beside that, the writer took some theories on the generic structures and

communicative purposes of the genres. Those theories were taken from a

handbook used for teaching English for the eleventh grade students of senior high

school. The title of the book is Linked to the World “English for Senior High

School Grade XI”. In addition, the writer also took some theories related to the

genres from the internet.

b. Designing a Syllabus

Having listed the subject contents, the writer worked on syllabus which

contained general description of the course, the goals, the general purpose, the

topics, the indicators, the materials, the learning activities, time allotment, and the

sources of the materials. The goal, the general purposes, and the topics had

already been discussed in the previous discussion. The writer discussed the other

items included in the syllabus on the following page.

1) Time Allotment

There were six meetings with one topic for each meeting. The contact

hours for each meeting were 90 minutes.

2) Learning Activities

The writer arranged the learning activities to enable the students to

develop their reading skills. The activities were in the form of various activities

and different tasks. The variety of reading tasks were chosen and selected to avoid

the students’ boredom.


60

The tasks started with an instruction for the students to do the task. The

writer also provided one example of answer as the sample of the task when it was

needed to clarify the tasks. After that, the writer provided some questions to

answer, some tables to fill, or words and their meanings to match, based on the

types of the tasks given. The tasks in each unit could be categorized into three

steps. They are pre-reading, whilst-reading, and post-reading.

a) Pre-reading

Nunan (2003: 74) said that reading comprehension can be significantly

enhanced if the background knowledge is activated. Therefore, the writer set the

pre-reading activity in order to activate the students’ background knowledge.

The writer designed various pre-reading activities in order to prevent the

students’ boredom. Some activities were vocabulary building, including finding

hidden words, giving names on the picture, matching words with their meanings,

discussing questions related to the reading passage, and stating students

experiences and knowledge about the topic discussed.

b) Whilst-Reading

Having familiar with the words during the pre-reading activities, the

students would get ready to come into the reading section. In this section, students

read texts taken from authentic sources. The writer also adapted the materials by

preparing some exercises and tasks in order to provide the stepping stones to

understanding of the texts.

Although the reading skills developed were the same in each unit, namely,

reading for gist, reading for details, and/or inference, the tasks presented were


61

different in order to avoid the students’ boredom. Additionally, there were some

principles to consider in deciding the tasks in the whilst-reading.

Since the basic competence in KTSP stated that the students should be

able to respond meaning in written texts fluently and accurately, the reading task

should enable the students to read the texts using appropriate intonation and

pronunciation. That is why one of the reading tasks was reading aloud the texts

using the correct pronunciation and intonation.

One of the principles of teaching reading as stated by Nunan (2003: 25) is

to teach for comprehension. Because of that reason, the writer also designed tasks

that enable the students to comprehend the texts. The writer preset comprehension

questions. The purpose of the comprehension questions was to ensure that the

students read with a clear purpose. It would make the students focus on what they

read because it would make students sure of what would be asked to them.

The tasks were to answer open-ended questions about specific details and

inferences of the text. There was also a task to state the truth of the statements

given in accordance to the texts. In addition, there was also a task that enable the

students to find out the main idea of each paragraph and the whole text.

Additionally, one of the principles of teaching reading is to build a strong

vocabulary base. Based on that reason, the writer also set tasks to enable the

students to build a vocabulary base. The tasks included finding the meaning of

words used in the text and making sentences using those words, matching words

used in the text with the meanings, and mentioning words used in the text

referring to the definitions given.


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Furthermore, since the focus of reading classes in English lesson for senior

high school students was on the understanding genres of texts, the writer also set

tasks that enabled the students to understand the communicative purpose and

generic structure of each genre to be learnt. Beside that, there were also some

tasks that enabled the students to analyze the generic structure of the texts they

read. Below are the tasks used in the materials.

• Reading aloud text individually

• Answering questions about specific details of the text

• Answering questions about inferences of the text

• Stating whether some statements were true or false based on the text

• Finding the meaning of words used in the text and making sentences using

those words

• Matching some words used in the text with the meanings

• Mentioning some words used in the text referring to the definitions given

• Identifying the main idea of the text and each paragraph

• Discussing the generic structure of texts genres

• Analyzing the generic structure of the text being read

c) Post-Reading

The main purpose of the post-reading was to determine the students’

achievement, which reinforced recently learned materials. In this period, teachers

summarized and made reflection on what they had learnt during the lesson.


63

The tasks given in the post-reading were summarizing and reflecting what

had been learnt during the lesson. The presentation of the syllabus can be seen in

the appendix.

c. Developing Materials

In developing materials, the writer used Tomlinson and Masuhara’s

materials adaptation techniques. The writer applied one of the techniques of the

Plus Category, which is called addition, where the writer added some activities,

some exercises, and some pictures, as the illustrations of the texts that helped the

students to improve their reading skills.

The writer also applied one of the techniques of Zero Category which is

called reorganization. Here the writer changed the positions of texts and

illustrations. This technique was used in order to make the materials more

interesting.

The writer developed the materials based on the plan and the arrangement

stated in the syllabus developed. In this step, the writer designed the reading

materials which promoted the integration of reading, writing, listening, and

writing and exposed the learners to the language used in the real communication.

4. The Preliminary Field Testing

After the materials design finished, the writer conducted the preliminary

field testing. This step was conducted to know the appropriateness of the designed

materials for teaching the eleventh grade students of social departments of SMA


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Negeri 1 Depok and evaluate the materials. The writer conducted the preliminary

field testing through two techniques. They were expert validation and materials

try out. Those two techniques were conducted in separated time, since the

respondents were also different.

a. Expert Validation

In this step, the writer distributed the designed materials to some

respondents and interviewed the respondents. The respondents were some people

who were considered as experts in designing materials for senior high school

students. There were four respondents all together. Two of them were lecturers of

English Education Study Program of Sanata Dharma University. One of the

lecturers taught reading classes, while the other lecturer taught instructional

design classes. The other respondents were the English teachers of SMA Negeri 1

Depok.

The interviews were in the form of unstructured interviews. The

participants were asked some questions related to the appropriateness of the

designed materials. The questions were about the contents, the activities and the

exercises, and the arrangement and the organization. Beside that, the respondents

were asked to give their opinions on the strengths and the weaknesses of the

materials. The results of the interviews are presented on the following pages.


65

Table 4. 7. The Results of Interviews of Expert Validation

No Aspect Respondents

The English teachers of SMA Negeri 1 Depok The lecturers of English Education Study Program of Sanata Dharma University

1 Contents a. Topics √ The topics were well selected.

√ The topics were various and interesting. √ The topics mostly fulfilled the students’ needs

since the students were required to learn narrative, report, and analytical exposition texts.

The topics were well selected. The topics were various and interesting. There were two units having topics related to

animals. They were quite boring.

b. Texts • Length • Contents

• Authenticity

• Vocabulary

• Genres of Texts

√ The contents and the length of the texts were

appropriate for the level of the students. √ The reading passages were cognitively

challenging for the students. √ There were some grammatical mistakes in

some of the reading passages. √ The texts were sufficiently authentic. √ The vocabulary used in the texts was neither

too difficult nor too easy to understand. √ The materials represented the typical samples

of the genres to be learnt by the eleventh grade students.

The contents and the length of the texts were

appropriate for the level of the students. The reading passages were cognitively

challenging for the students. There were some grammatical mistakes in some

of the reading passages. The texts were sufficiently authentic.

The vocabulary used in the texts was neither too

difficult nor too easy to understand. The materials represented the typical samples of

the genres to be learnt by the eleventh grade students.

c. Illustration √ The illustrations were suitable with the sections they referred to.

The illustrations were suitable with the sections they referred to.


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No Aspect Respondents The English teachers of SMA Negeri 1 Depok The English teachers of SMA Negeri 1 Depok

d. Reading skills and the components developed

√ The materials as a whole were able to help the students develop the reading skills and the components.

The materials as a whole were able to help the students develop the reading skills and the components.

2. Activities and Exercises a. Activities • Instruction

• Variety

• Students’

participation

√ The instructions were clear enough. √ In the pre reading activity in unit 1, the writer

needed to give one example of the answer. The activities were various enough, except the post reading activities. The activities enabled the students to be actively involved in reading classes.

The instructions were clear enough, except for the post reading. It needed a clear instruction. The activities were not various enough. The activities enabled the students to be actively involved in reading classes.

b. Exercises • Elaboration • Variety • Level of

difficulty

√ The exercises were well elaborated. The exercises were various enough. √ The level of difficulty of most of the exercises

was appropriate to the students. √ The exercise to make sentences using the

given words was too difficult for the students.

For comprehension questions, the writer needed

to classify the questions into each category, like factual information, inferences, etc.

For the exercises in matching the words with their meanings, it was better to attach the parts of the speech of the words (noun, adjective, etc.).

The exercises were various enough. The level of difficulty of most of the exercises

was appropriate to the students.


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No Aspect Respondents The English teachers of SMA Negeri 1 Depok The English teachers of SMA Negeri 1 Depok

3 Arrangement and Organization a. Topics The topics were well arranged. It was better to arrange the topics from the easiest

and the simplest to the more complex and difficult ones.

b. Activities and Exercises

√ The activities were well organized. The lesson contained pre reading, whilst reading, and post reading.

√ The exercises were well organized from the easiest to the more difficult ones.

√ The activities and the exercises were well organized.

c. Layout √ The layout provided the focus of the materials.

√ The layout sequenced smoothly. √ The layout was able to separate different

sections well. √ It was better to make the layout more colorful.

√ The layout provided the focus of the materials. √ The layout sequenced smoothly. √ The layout was able to separate different

sections well. √ It was better to make the layout more colorful √ It was better to vary the font types and sizes. √ It was better to add more white space to make

the materials more interesting.


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Basically, all respondents agreed that the designed materials were well-

developed. They said that the materials were able to help the students to develop

their reading skills. They also said that the materials were appropriate for the

students and able to motivate the students in reading classes. Nevertheless, the

respondents gave some suggestions toward the designed materials. The

suggestions are presented as follows.

1) The topics

There was a lecturer who said that the first two units were boring since

both of them talked about animals. However, the teachers said that it was fine to

use the materials since the focus was the genres of the texts used.

2) The texts

There was one teacher who said that the text in unit 2 was too Australian-

oriented since the text in unit 1 also discussed a kind of Australian animal. The

teacher suggested that the writer change the text. Beside that, the respondents

suggested that the writer recheck the grammar of the texts.

3) The activities

There was one respondent who suggested that the writer vary the

activities. Beside that, one respondent suggested that the writer vary the post

reading activities and give a clear instruction for the post reading activity.

4) The exercises

There was one respondent who suggested that the writer classify the

questions in the exercises to answer comprehension questions into each category,

like factual information, inferences, etc. Furthermore, the respondent suggested


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that the writer attach the parts of the speech of the words (noun, adjective, etc.) in

the exercises of matching some words with the meanings.

5) The arrangement and organization

There was one respondent who said that the writer needed to arrange the

topics from the easiest and simplest one to the more difficult and complex ones.

6) The layout

The respondents gave some suggestion in relation to the layout of the

designed materials. They were the suggestion to vary the font types and sizes, add

more white space, and make the layout more colorful in order to make the

materials more interesting.

b. Materials Try Out

The writer tried out the designed materials in a social class of SMA Negeri

1 Depok. Before the materials were applied in the class, the writer interviewed the

teacher informally to get some feedback and evaluations for the designed

materials and revised them before being tried out.

In addition, because of the time limitation, the teacher only gave the writer

an opportunity to try out two units among six units of the materials. The applied

units were report text “Koala” and narrative text “the Vampire”. After trying out

each unit, the writer distributed questionnaires to the students.

The students were asked to answer some questions related to the designed

materials and reflection of what they had learnt. In unit report text “Koala”, the

writer distributed 35 questionnaires and received the same number of


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questionnaires back. While in unit narrative text “the Vampire”, the writer

distributed 33 questionnaires and received the same number of questionnaires

back. The results of the questionnaires are presented in a table below.

Table 4.6. The Results of Questionnaires in the Materials Try Out

No Questions Responses Number of students Koala The Vampire

1 Do you enjoy the reading class?

a. Yes b. No

91.42 %8.57 %

78.78 %21.21 %

2 Are the materials interesting? a. Yes b. No

100 %0 %

100 %0 %

3 Are the materials easy to understand?

a. Yes b. No

100 %0 %

24.24 %75.76 %

4 Are the passage and instructions clear?

a. Yes b. No

100 %0 %

100 %0 %

5 Do you feel bored with the activities?

a. Yes b. No

8.57 %91.42 %

18.18 %81.82 %

TOTAL 100 % 100 %Most students enjoyed the reading materials tried out. It was shown that

most of the students answered they enjoyed the teaching reading using authentic

materials. They thought that the materials were interesting and easy to understand.

Nevertheless, few of them said that the materials were not interesting and

difficult. For unit “Koala”, there were three students that were not interested in the

materials. Two of them said that it was because they were not in a good mood,

while the other student said that the text was not interesting for him.

While for unit “the Vampire”, seven students agreed that the materials

were not interesting. They said that the materials were difficult to understand

since the vocabulary used in the text was not familiar for them. There were six

students who said that they felt bored with the activities presented in the

classroom in unit “the Vampire” for some reasons. First, they were tired and they

could not concentrate well. Second, the words used in the reading passage were


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difficult to understand. The second reason was agreed by some students saying

that they were not familiar with the vocabulary, so that they found difficulties in

comprehending the passage.

In summary, the students liked the tried-out materials since the materials

were interesting and the activities were various. The topics were also interesting.

Most of them liked the materials since they had time for discussion, enabling them

to comprehend the passages better. Furthermore, the students wrote some

suggestions and complaints dealing with the designed materials. They are:

1) The vocabulary used in unit “the Vampire” was not familiar to the students, so

that it was difficult to understand the passage

2) Some students were not in a good mood while having the reading classes.

Therefore, they could not concentrate well while reading to the passage

3) The meaning of difficult words should be written down in a glossary, so that it

would be easier to comprehend the passage.

5. Main Product Revision

In the main product revision step, the writer adapted some suggestions

given by the respondents of expert validation and materials try out to improve and

revise the designed materials related to topics, subject contents, and the designed

materials. They included some aspects below.

a. The topics

The writer rearranged the topics. The topics were rearranged from the

simplest and easiest one to the more difficult and complex ones. Therefore, the


72

topics arrangement became the following: narrative, report, and then analytical

exposition. Considering the suggestion of one lecturer who said that the topics for

unit one and unit two were boring, the teachers said that it was fine to use the

topics since the focus was the genres of the texts. The writer found difficulty to

find report text in different topics, so the writer only changed the text for unit two.

b. The texts

The writer changed the text in unit two that was considered to be too

Australian oriented. Beside that, the writer rechecked the grammar of the texts and

revised them.

c. The activities

The writer varied the activities in the designed materials, especially in the

whilst reading and post reading. Additionally, the writer added an instruction in

the post reading activities.

d. The exercises

The writer classified the questions in the exercises to answer

comprehension questions into each category, like factual information, inferences,

etc. Furthermore, the writer attached the parts of the speech of the words (noun,

adjective, etc) in the exercises of matching the words with their meanings.

e. The layout

There were some revisions in relation to the layout. They included varying

the font types and sizes, adding more white spaces, and making the layout more

colorful to make the materials more interesting.


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B. The Presentation of the Designed Materials

This section is presented to answer the second question stated in the problem formulation. The materials consisted of six units

and each unit required 90 minutes. There were three sections in each unit, namely pre-reading, whilst-reading, and post-reading. The

presentation of the materials is as follows.

Table 4. 8. The Presentation of the Designed Materials

UNIT Main Material Specific Learning Objectives Activity

1 Report text “Koala”

Read the text using correct pronunciation and intonation Answer some questions about specific details and inferences of the text Find meanings of words used in the text Identify generic structure and communicative purpose of report text Analyze generic structure of the text Identify communicative purpose of the text

Pre reading: Vocabulary: Find some hidden words used to describe animal

Whilst reading:

Read aloud the text individually Answer some questions about specific details and inferences of the text Identify main idea of the text and each paragraph Find meanings of some words used in the text and fill in the blanks using those words Discuss generic structure and communicative purpose of report texts and the text being read

Post-reading:

Reflection: find what the students have learnt


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2 Report Text “Lion”

Mention some characteristics of an animal reported Answer some questions about specific details of the text Find main idea of the text Match some words used in the text with their meanings Analyze generic structure of the text Identify communicative purpose of the text

Pre reading: Vocabulary: Brainstorm on description of LION

Whilst reading:

Read the text individually State whether some statements given are true or false according to the text Answer some questions about specific details, main idea, and inferences of the text Match some words used in the text with their meanings Discuss communicative purpose and generic structure of the text

Post-reading:

Make an outline of a report text based on some provided topics to choose

3 Narrative Text “the Princess”

Answer some questions about specific details of the text Answer some questions about main idea of the text Mention moral value of the text Complete the blanks with vocabulary used in the text Analyze generic structure and communicative purpose of the

Pre reading: Discuss the students’ favorite fairy tale when they were children

Whilst reading:

Read the first part of the story then predict what will happen in the story then read the next part of the story Answer some questions about main idea and specific details of the text Identify moral value of the text Complete some blanks with some words used in the text Discuss generic structure and communicative purpose of narrative text


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text Analyze generic structure of narrative text Identify communicative purpose of the text

Discuss generic structure and communicative purpose of the text read

Post-reading: Make a summary on the text that has been read

4 Narrative Text “the Vampire”

Mention a/some character(s) of the story Arrange the jumbled paragraphs into a good story Mention some incidents happen in the story Answer some questions about specific details of the text Analyze generic structure of the text Identify communicative purpose of the text

Pre reading: Discuss some questions related to “Vampire” Match some words that will be used in the text with their meanings

Whilst reading:

Arrange some jumbled paragraphs into a good text Read the whole text individually Answer some questions about specific details of the text Discuss the communicative purpose and the generic structure of the text

Post-reading:

Retell the students’ favorite myth or legend using the generic structure of narrative text

5 Analytical

exposition text “Health”

Read aloud the text using appropriate intonation and pronunciation Find main idea of each paragraph and the whole text

Pre reading: Discuss some questions on the students’ knowledge about the news of melamine


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Answer some questions about specific details of the text Find the case being analyzed Mention some arguments of the text Identify the generic structure of report text Analyze the generic structure of the text Identify the communicative purpose of the text

Whilst reading: Read aloud the text individually Answer some questions about specific details of the text Find the main idea of each paragraph and the whole text Discuss the generic structure and the communicative purpose of analytical exposition texts Discuss the generic structure and the communicative purpose of the text being read

Post-reading: Make an outline of a report text based on some provided topics to choose


Text “Internet”

Identify the communicative purpose of the text Find the case being analyzed Mention the arguments of the text Match some words used in the text with their meanings Find the main idea of the text and each paragraph Analyze the generic structure of the text

Identify the communicative purpose of the text

Pre reading: State students’ knowledge related to internet

Whilst reading:

Read aloud the text individually Answer some questions about specific details of the text Find the main idea of the whole text and each paragraph Match some words used in the text with their meanings Discuss the generic structure and the communicative purpose of the text being read

Post-reading: Develop the outline the students made into an analytical exposition text


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter mainly discusses two parts. The first part is the conclusions

of the study. In the conclusions, the writer answers the problems formulated in the

first chapter. The second part presents suggestions for other researchers and the

English teachers, especially the English teachers of SMA Negeri 1 Depok.

A. Conclusions

The focus of English lesson for senior high school students was on

achieving informational literacy level, where the students were expected to be

able to access knowledge using linguistic ability (2006: 307). Therefore, the writer

proposed the use of authentic materials in English lesson, which would help the

students to be familiar with authentic texts which they would meet in their daily

life.

In addition, the results of the learners’ characteristics showed that the

eleventh grade students of SMA Negeri 1 Depok had difficulties in reading

classes. Based on the results of the learners’ characteristics and the curriculum,

the writer proposed to design reading materials for the eleventh grade students by

utilizing authentic materials.

This study was aimed at designing a set of authentic reading materials for

the eleventh grade students of SMA Negeri 1 Depok. There were two problems

formulated in the first chapter of this study. The first problem was how the


78

authentic reading materials for the eleventh grade students of SMA Negeri 1

Depok was designed and the second problem was what the designed materials

looked like.

There were two main conclusions in this study. Those conclusions were

drawn in order to clarify the answers of the two problems formulated in this study.

The first question was answered by combining the adapted steps of

designing materials proposed by Kemp and Yalden and the steps of research and

development (R&D) proposed by Borg and Gall. In designing the materials, the

writer conducted some steps. They were (1) conducting the research and

information collecting, (2) planning, included formulating the goals and the

general purpose, listing the topics, and specifying the learning objectives, (3)

developing a preliminary form of product, which included listing the subject

contents and designing the syllabus, (4) the preliminary field testing and expert

validation to evaluate the materials, and (5) main product revision.

In addition, the writer presented the final version of the designed materials.

It was aimed at answering the second question in the problem formulation. There

were six topics in the designed materials. The topics were as follows.

1. Narrative text “the Princess”

2. Narrative text “the Vampire”

3. Report text “Koala”

4. Report text “Lion”

5. Analytical exposition text “Health “

6. Analytical exposition text “the Internet”.


79

Each topic consisted of three sections. They were pre-reading, whilst-

reading and post-reading. The pre-reading was an exposure for the students before

they read the reading passage. The-whilst reading was the main part of the lesson.

In this section, the students were given a reading passage and some tasks to do

dealing with the passage they read. In the post-reading, the students were given

time to reflect and summarize what they have learnt.

In addition, based on the results of preliminary field testing, it could be

concluded that the materials were acceptable. Nonetheless, there were some

revisions needed. Therefore, the writer made some revisions based on the

suggestion given by the respondents of the preliminary field testing.

B. Suggestions

In this part, the writer gave some suggestions for English teachers,

especially the English teachers of SMA Negeri 1 Depok and other researchers

who are interested in conducting research which are similar with what the writer

conducted.

1. English teachers, especially the English teachers of SMA Negeri 1 Depok

a. The writer suggests that the teachers keep on searching authentic materials

to be utilized in learning English, not only in reading classes, but also in

teaching other skills, like listening.

b. The writer suggests that the teachers apply these designed materials in

teaching the eleventh grade students in order to make reading classes more

interesting.


80

c. Since the preliminary field testing showed that the reading materials by

utilizing authentic materials were appropriate for the eleventh grade

students of SMA Negeri 1 Depok, teachers can use other authentic

materials at school or give them as homework because they are quite

important to develop the students’ reading skills.

2. Other researchers

a. The writer suggests that other researchers be careful in selecting authentic

materials to be used in teaching learning processes, since there are

abundant of authentic materials and not all of them are appropriate for

teaching learning materials and sometimes there are some grammatical

mistakes in the texts.

b. The writer suggests that other researchers who have the same interest with

the writer use authentic materials to integrate four language skills, since to

acquire a language, people need a good mastery of those four skills.


81

REFERENCES

Abbot, G. and Wingard, P. 1987. Teaching English. Great Britain: Briddles Ltd, Guinford, Surrey.

Ary, D.; Jacobs L.C.; Razavieh, A. 2002. Introduction to Research in Education,

6th edition. New York: Wodsworth Thomson Learning. Bamberger, R. 1975. Promoting the Reading habit. Paris: Unesco. Berardo, S.A. 2006. The Use of Authentic Materials in the Teaching of Reading.

The Reading Matrix, X (2). Borg, W.R. and Gall, M.D. 1983. Educational Research: an Intoduction. New

York: Longman Inc. Bright J.A. and McGregor, G.P. 1970. Teaching English as a Second Language:

Theory and Technique for the Second Stage. London: Longman Group. Departemen Pendidikan Nasional. 2006. Peaturan Menteri Pendidikan Nasional

Republik Indonesia No. 23 Tahun 2006 tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan menengah..

Departemen Pendidikan Nasional. 2006. Peraturan Menteri Pendidikan Nasional

Republik Indonesia No. 22 Tahun 2006 tentang Standar Isi. Elliot, J. 1991. Action research on Educational Change. Buckingham : Open

University Press. Herawati, H. 1996. Utilizing Authentic Materials in EFL Reading Classes. Widya

Dharma EDISI KHUSUS, September, 81-92. Hamacheck, D.E. 1985. Psychology in Teaching, Learning, and Growth.

Massachussetts: Allyn& Bacon Inc. Howell, J. 1986. Putting Newspapers in Their Rightful Place. English Teaching

Forum, January, 40-42. Hutchinson, T. and Waters, A. 1987. English for Specific Purposes: A Learning

Centered Approach. New York: Cambridge University Press. Kemp, J. 1977. Instructional Design: A Plan for Unit and Course Development.

California: Fearon-Pitman Publisher, Inc. Karshen, S. 1981. Second Language Acquisition and Second Language Learning.

Oxford: Pergamon.


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Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs, New Jersey: Prentice Hall Inc.

Melvin, B.S. and Stout, D.F. 1987. Motivating Language Learners Through

Authentic Materials. Interactive Language Teaching. Wilga M Rivers (Ed.). Cambridge: Cambridge University Press.

Muslich, M. 2007. KTSP: Dasar Pemahaman dan Pengembangan. Jakarta: Bumi

Aksara. Nunan, D. 2003. Practical English Language Teaching. New York: McGraw Hill

Contemporary. Oka, I.G.N. 1981. Bacaan Pilihan Siswa Sekolah Menengah Atas (SMA).

Pengajaran Bahasa dan Sastra, VII (4), 2-9. Parks, G. 1982. Using Newspapers to Teach Communication. English Teaching

Forum, April, 39-40. Peacock, M. 1997. The Effect of Authentic Materials on the Motivation of EFL

Learners. English Language Teaching Journal (51), 2. Schultz, R.A. 1982. Literature and Readability: Bridging the Gap in Foreign

Language Learning. English Teaching Forum, October, 9-14. Tomlinson, B. 1998. Materials Development in language Teaching. Cambridge:

Cambridge University Press. Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Materials.

RELC Portfolio Series 11. Singapore: SEAMEO Regional Language Centre.

Yalden, J. 1987. The Communicative Syllabus: Evolution, Design, and

Implementation. Canada: Prentice-Hall International.



Letter of Permission


83


84


Interview Guideline

for Research and Information Collecting


INTERVIEW GUIDELINE

1. Bagaimana minat belajar siswa kelas XI di SMA Negeri 1 Depok dalam

pelajaran Bahasa Inggris?

2. Apakah mereka menyukai kelas reading?

3. Materi reading seperti apa yang mereka sukai?

4. Berapa jam pelajaran yang tersedia untuk mata pelajaran Bahasa

Inggris setiap minggu? Berapa jam yang dipakai untuk kelas reading?

5. Kegiatan pembelajaran seperti apa yang biasa Anda gunakan untuk

mengajarkan reading? Kegiatan seperti apa yang paling disukai oleh

siswa dan efektif?

6. Metode pembelajaran apa yang Anda pakai dalam mengajarkan

Bahasa Inggris? Apakah metode tersebut efektif?

7. Apakah siswa sering mengalami kesulitan dalam kelas reading?

Kesulitan apakah yang sering mereka hadapi?

8. Apa yang Anda dan atau para siswa lakukan saat menemukan

kesulitan tersebut?

9. Kurikulum apa yang Anda pakai saat ini?

10. Sumber apa yang biasa Anda gunakan untuk mengumpulkan materi

reading?

11. Pernahkah menggunakan materi yang autentik?

12. Bagaimana pendapat Anda tentang penggunaan materi autentik

dalam pembelajaran Bahasa Inggris, khususnya kelas reading?

13. Menurut Anda, materi autentik seperti apa yang baik untuk digunakan

di kelas reading?

85


Questionnaire

for Research and Information Collecting


KUESIONER

Nama : Kelas : Jenis Kelamin:

Jawablah pertanyaan berikut ini dengan memberikan tanda silang pada

huruf jawaban (a, b, c, d, atau e) yang Anda anggap paling sesuai

dengan pendapat dan kondisi Anda!

1. Apakah Anda menyukai mata pelajaran Bahasa Inggris?

a. Ya b. Tidak

2. Apakah Anda menyukai pelajaran membaca (reading) dalam mata

pelajaran Bahasa Inggris?

a. Ya b. Tidak

3. Apakah materi membaca (reading) disampaikan dengan menarik?

a. Ya b. Tidak

4. Apakah tugas dan soal-soal latihan yang diberikan dalam pelajaran

membaca (reading) mudah dan menyenangkan?

a. Ya b. Tidak

5. Apakah metode/teknik yang digunakan oleh guru untuk

menyampaikan materi membaca (reading) membantu dan menarik?

a. Ya b. Tidak

6. Apakah Anda mengalami kesulitan dalam pelajaran membaca

(reading)?

a. Ya b. Tidak

7. Jika ya, faktor apa yang mebuat pelajaran membaca (reading) itu

sulit?

a. Kosakatanya sukar

b. Tata bahasanya (grammar) sukar dimengerti

c. Materi yang disampaikan terlalu cepat

d. Materi terlalu panjang/banyak

e. Topik yang kurang menarik

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f. Lain-lain (sebutkan) : ………………………………

8. Hal apakah yang Anda lakukan bila terdapat kata yang tidak Anda

mengerti?

a. Bertanya kepada teman

b. Bertanya kepada guru

c. Membuka kamus

d. Dibiarkan begitu saja

e. Lain-lain (sebutkan): ....................................................

9. Kegiatan apa sajakah yang Anda sukai dalam pelajaran membaca

(reading)? (boleh lebih dari 1)

a. Diskusi

b. Tanya jawab

c. Menjawab pertanyaan dari bacaan

d. Presentasi

e. Lain-lain (sebutkan): .....................................................

10. Di bawah ini tersedia topik-topik bacaan. Berilah tanda silang (X) di

depan pilihan yang diberikan pada topik yang Anda sukai (boleh

lebih dari 1)!

Environment

Sports

Culture

Healthy life

Music

Politics

Jobs and occupation

Outer Space

Economy

Technology

Arts

Mass media

Lain-lain:

_________________________

_________________________

_________________________

_________________________

_________________________

☺☺☺ Terima Kasih ☺☺☺

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Interview Guideline

for Expert Validation


INTERVIEW GUIDELINE

1 Topics: √ Are the topics selected properly? √ Are the topics well-arranged?

2 Texts: √ Are the texts appropriate for the level of the students? √ Is the length of the texts appropriate for the level of the students? √ Are the texts sufficiently authentic? √ Are the contents likely to be cognitively challenging for the students? √ Is the vocabulary used appropriate for the level of the students? √ Do the texts represent wide and typical samples of the genres?

3 Exercises: √ Are the exercises various enough? √ Are the exercises well-elaborated? √ Is the level of difficulty of the exercises appropriate for the level of

the students? √ Can the exercises facilitate the students to understand the topic

discussed? 4 Instructions:

√ Are the instructions given clear enough? √ Are the instructions given are succinct?

5 Illustrations (drawings, photos, arrows, etc): √ Are the illustrations suitable with the sections they refer to?

6 Design and Layout (position, size, sequence, etc, both in text and visuals): √ Does the layout provide the focus of the materials? √ Does the layout of the materials sequence smoothly? √ Does the layout separate different sections well?

7 The materials as a whole: √ Can the materials help students to develop their ability in English? √ Are the language skill and component, well developed, especially in

reading? √ Are the activities likely to match the attention span of the students? √ In general, are the materials well-elaborated?

88


Questionnaire

for Materials Try Out 1


KUESIONER

Nama: Kelas: XI ….

Usia: tahun

Jawablah beberapa pertanyaan di bawah ini!

1. Apa yang kamu pelajari hari ini?

___________________________________________________________________________

___________________________________________________________________________

2. Apa yang dimaksud dengan report text?

___________________________________________________________________________

___________________________________________________________________________

3. Apakah kegiatan belajar reading hari ini menyenangkan?

a. Ya, karena _____________________________________________________________

b. Tidak, karena __________________________________________________________

4. Apakah materi reading hari ini menyenangkan?

a. Ya, karena _____________________________________________________________

b. Tidak, karena __________________________________________________________

5. Bagian mana yang kamu sukai?

___________________________________________________________________________

___________________________________________________________________________

6. Bagian mana yang tidak kamu sukai?

___________________________________________________________________________

___________________________________________________________________________

7. Apakah materinya mudah dipahami?

a. Ya b. Tidak

8. Apakah teks dan instruksinya jelas?

a. Ya c. Tidak

9. Apakah kamu merasa bosan dengan aktivitias reading hari ini?

a. Ya, karena _________________________________________________________

b. Tidak, karena _______________________________________________________

10. Berilah saran dan kritik berkaitan dengan pelajaran reading hari ini!

___________________________________________________________________________

___________________________________________________________________________


89


Questionnaire

for Materials Try Out 2


KUESIONER

Nama: Kelas: XI ….

Usia: tahun

Jawablah beberapa pertanyaan di bawah ini!

1. Apa yang kamu pelajari hari ini?

___________________________________________________________________________

___________________________________________________________________________

2. Apa yang dimaksud dengan narrative text?

___________________________________________________________________________

___________________________________________________________________________

3. Apakah kegiatan belajar reading hari ini menyenangkan?

a. Ya, karena _____________________________________________________________

b. Tidak, karena __________________________________________________________

4. Apakah materi reading hari ini menyenangkan?

c. Ya, karena _____________________________________________________________

d. Tidak, karena __________________________________________________________

5. Bagian mana yang kamu sukai?

___________________________________________________________________________

___________________________________________________________________________

6. Bagian mana yang tidak kamu sukai?

___________________________________________________________________________

___________________________________________________________________________

7. Apakah materinya mudah dipahami?

a. Ya b. Tidak

8. Apakah teks dan instruksinya jelas?

a. Ya c. Tidak

9. Apakah kamu merasa bosan dengan aktivitias reading hari ini?

e. Ya, karena _________________________________________________________

f. Tidak, karena _______________________________________________________

10. Berilah saran dan kritik berkaitan dengan pelajaran reading hari ini!

___________________________________________________________________________

___________________________________________________________________________


90


Materials Overview


MATERIALS OVERVIEW

The title of the materials is a set of authentic reading materials for the

eleventh grade students of SMA Negeri 1 Depok. The essence of the materials is

to design materials for the students based on their needs and interests in learning

English in order to improve their reading skill, which is aimed at helping them

achieve informational literacy level.

A. BACKGROUND

The background of designing the materials is that the curriculum which is

used in Indonesia, KTSP (Peraturan Menteri No.22, 2006: 307) states that senior

high school students are expected to achieve informational literacy level, meaning

that they are expected to be able to access knowledge using linguistic ability. In

this case, reading is very important to enable the students to access knowledge in

their daily life contexts. However, some former observations in senior high

schools in Jogjakarta and interview with a teacher of SMA Negeri 1 Depok,

Yogyakarta showed that reading sometimes made students feel bored and sleepy.

Therefore, the writer proposes the use of authentic materials for reading

classes., based on three reasons. First, they can make the lesson interesting, since

the materials are various and abundant and the materials can be constantly

updated so that topical subjects can be covered that hold the students’ attention.

Second, authentic materials can enhance the students’ motivation to read,

as the students will get satisfaction after being able to read authentic texts. Third,

authentic materials expose learners to the “real language” used outside their

classroom. When the students are accustomed to read authentic texts, they will

find it easier to access knowledge from authentic sources. When it happens, it will

be easier for the students to achieve informational literacy level in English subject.

B. OBJECTIVES

There are two objectives of designing the materials. The first objective is

to help the eleventh grade students of SMA Negeri 1 Depok solve their problems

91


in reading classes by providing materials that are in accordance with their needs

and interests, which is aimed at improving the students’ reading skill. The second

reason is to help the students achieve informational literacy level of English.

C. CONTENTS

There are six topics in the designed materials. Each topic consists of three

sections. They are pre-reading, whilst- reading and post-reading. The pre-reading

is an exposure for the students before they read the reading passage. The purposes

of pre-reading section are to activate the students’ background knowledge and to

motivate the students. The-whilst reading is the main part of the lesson. In this

section, the students are given a reading passage and some tasks to do dealing

with the passage they read. In post-reading, the students are given time to reflect

and summarize what they have learnt.

92


Syllabus and Lesson Plans


SILABUS

Name of School : SMA Negeri 1 Depok Sleman Yogyakarta Subject : Bahasa Inggris Grade : XI Semester : 1

UNIT Competence Standard Basic Competence Main

Material Indicators (Specific

Learning Objectives) Learning Experiences Time Allocation Assessment Source

1 Reading 4. understand

meaning of short funtional texts and essays in the form of report, narrative and analytical exposition in daily life contexts and to access knowledge

4.2. Respond meaning

and rhetorical steps in essays using variety of written language accurately, fluently, and in acceptable ways in daily life context and to access knowledge in the form of report, narrative,and analytical exposition texts

Narrative Text “the Princess”

• Answer some questions about specific details of the text

• Answer some questions about main idea of the text

• Mention the moral value of the text

• Complete the blanks with vocabulary used in the text

• Identify the generic structure of narrative text

• Analyze the generic structure and the communicative purpose of the text

• Identify the communicative purpose of the text

Pre reading: Discuss the students’ favorite fairy

tale when they were children Whilst reading:

Read the first part of the story then predict what will happen in the story then read the next part of the story

Answer questions about main idea and specific details of the text

Identify the moral value of the text Complete blanks with words used in

the text Discuss generic structure of the

narrative text Discuss the generic structure of the

text being read Post-reading:

Make a summary on the text that has been read

13’ 15’ 15’ 2’ 15’ 10’ 10’ 10’

Quiz Written tests (multiple chice and/ or essay) Portofolio

http://storywrite.com/story/161834

http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html

Linked to the World “English for Senior High School Grade XI”

9383




Learning Objectives) Learning Experiences Time Allocation Assessment

Source



4.2.Respond meaning


Narrative Text “the Vampire”

• Mention a/some character(s) of the story

• Arrange the jumbled paragraphs into a good story

• Mention some incidents happen in the story

• Answer some questions about specific details of the text

• Analyze the generic structure of the text

• Identify the communicative purpose of the text

Pre reading: Discuss some questions related to “Vampire”

Match words that will be used in the text with their meanings

Whilst reading: Arrange jumbled paragraphs into a good text

Read the whole text individually Answer questions about specific details of the text

Discuss the communicative purpose and the generic structure of the text

Post-reading: Retell the students’ favorite myth or

legend using the structure of narrative text

10’ 15’ 15’ 10’ 15’ 10’ 15’





3

Reading 4. understand meaning of short funtional texts and essays in the form of report, narrative and analytical exposition in daily life contexts and to access knowledge

4.2. Respond meaning and rhetorical steps in essays using variety of written language accurately, fluently, and in acceptable ways in daily life context and to access knowledge in the form of report, narrative,and analytical exposition texts

Report text “Koala”

Read the text using correct pronunciation and intonation

Answer some questions about specific details and inferences of the text

Find the meaning of words used in the text

Identify the generic structure and communicative purpose of report text

Analyze the generic structure of the text


Pre reading: Vocabulary: Find hidden words on

the description of animal in the boxes

Whilst reading: Read aloud text individually Answer questions about specific

details and inferences of the text Identify main idea of the text and

each paragraph Find the meaning of words used in

the text and fill in the blanks using those words

Discuss generic structure of report text

Discuss generic structure of the text

Post-reading: Reflection: find what the students have learnt

10’

15’ 15’

10’

15’

10’

10’

5’


http://www.australianfauna.com/ koala.php



83

9483




Learning Objectives) Learning Experiences Time Allocation Assessment Source

4

Reading 4. understand


4.2. Respond meaning and rhetorical steps in essays using variety of written language accurately, fluently, and in acceptable ways in daily life context and to access knowledge in the form of report, narrative,and analytical exposition texts

Report Text “Lion”

Mention some characteristics of the animal reported

Answer some questions about specific details of the text

Find the main idea of the text

Match some words used in the text with their meanings



Pre reading: Vocabulary: Brainstorm on

description of LION Whilst reading:

Read text individually State whether the statements are

true or false according to the text Answer the questions about specific

details, main idea, and inferences of the text

Match words used in the text with the meanings

Discuss communicative purpose and generic structure of the text

Post-reading: Make an outline of a report text

based on some provided topics to choose

10’

15’ 15’

15’

15’

10’

10’


http://www.mce.k12tn.net/animals/lions.htm http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html






Analytical exposition text “Health”

Read aloud the text using appropriate intonation and pronunciation

Find the main idea of each paragraph and the wholetext

Answer some questions about specific details of the text

Find the case analyzed Mention some

arguments of the text Identify the generic

structure of report text Analyze the generic

structure of the text Identify communicative

purpose of the text

Pre reading: State students’ experience and

knowledge related to sport Whilst reading:

Read aloud text individually Answer questions about main idea

and specific details of the text State the truth about statements

related to the text read Mention words used in the text

referring to the definitions given Discuss the generic structure and

communicative purpose of analytical exposition texts

Discuss the generic structure of the text being read

Post-reading: Make an outline of a report text

based on some provided topics to choose

8’ 17’ 15’ 10’ 10’ 10’ 10’ 10’


http://www.more4kids.info/359/advantages-of-sports-and-teens/html


Linked to the World “English for SHS Grade XI”

9583




Learning Objectives) Learning Experiences Time Allocation Assessment

Source





Analytical Exposition

Text “Internet”

Find the case being analyzed

Mention the arguments of the text

Match some words used in the text with their meanings

Find the main idea of the text and each paragraph



Pre reading: State students’ knowledge related to

internet Whilst reading:

Read aloud text individually Answer questions about specific

details of the text Find the main idea of the whole text

and each paragraph Match words used in the text with

their meanings Discuss the generic structure of the

text being read Post-reading:

Develop the outline that the students have made into a good analytical exposition text

10’ 20’ 5’ 10’ 10’ 10’ 25’


http://thaodaovn.blogspot.com/2007/11/advantages-of-internet-for-getting.html



9683


LESSON PLAN UNIT 1

Topic : Narrative Text: “The Princess” Standard Competence : understand meanings in short functional texts and

essays in the form of report, narrative and analytical exposition in daily life contexts and to access knowledge

Basic Competence : respond meanings and rhetorical steps in essays using variety of written language accurately, fluently, and in acceptable ways in daily life contexts and to access knowledge in the form of report, narrative, and analytical exposition texts

Time : 2 x 45 minutes

Reading skills developed : Reading for details, reading for main idea, inference Method : Three- phase technique Media : text, handout Indicators:

Answer questions about specific details of the text Answer questions about main idea of the text Mention the moral value of the text Identify the generic structure of narrative text Mention the communicative purpose of the text Identify the generic structure of the text

Activities: Stage Activities Time Materials Source

Pre reading (13’) Whilst-reading (67’) Post-reading (10’)

Discuss the students’ favorite fairy tale when they were children

Read the first part of the story then predict what will happen in the story then read the next part of the story


Identify the moral value of the text

Complete blanks with words used in the text

Discuss generic structure of the narrative text


Make a summary on the text that has been read

13’ 15’ 15’ 2’ 15’ 10’ 10’ 10’

Narrative Text ”the Princess”

Theories in

communicative purpose and the

generic structure of

narrative texts


http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html Linked to the World “English for Senior High School Grade XI”

9783


LESSON PLAN Unit 2 Topic : narrative Text: The Vampire Standard Competence : understand meanings in short functional texts and





Mention character(s) of the story Arrange the jumbled paragraphs into a good story Answer questions about specific details of the text Identify generic structure of the text Mention the communicative purpose of the text

Activities:

Stage Activities Time Materials Source


Discuss some questions related to “Vampire”

Match words that will be used in the text with their meanings

Arrange jumbled

paragraphs into a good text

Read the whole text individually

Answer questions about specific details of the text

Discuss the communicative purpose and the generic structure of the text

Retell the students’

favorite myth or legend using the structure of narrative text

10’ 15’ 15’ 10’ 15’ 10’

15’

Narrative Text “the Vampire”

http://storywrite.com/story/163830 http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html


9883


LESSON PLAN Unit 3 Topic : Report Text: Koala Standard Competence : understand meanings in short functional texts and





Read the text using correct pronunciation and intonation Answer questions about specific details and inferences of the text Find the meaning of words used in the text Fill in the blanks using the words used in the text Identify the generic structure of report text Detect the generic structure of the text

Activities:



Vocabulary: Find hidden words on the description of animal in the boxes

Read aloud text individually

Answer questions about specific details and inferences of the text

Identify main idea of the text and each paragraph

Find the meaning of words used in the text and fill in the blanks using those words

Discuss generic structure of report text

Discuss generic structure of the text

Reflection: find what the students have learnt

10’ 15’ 15’ 10’ 15’ 10’ 10’ 5’

Report

Text“koala”

Theories on

communicative purpose and

generic structure of report texts

http://www.australianfauna.com/ koala.php http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html Linked to the World “English for Senior High School Grade XI”

9983


LESSON PLAN Unit 4

Topic : Report Text: Lion Standard Competence : understand meanings in short functional texts and





Mention characteristics of the thing reported Answer questions about specific details of the text Find main idea of the text Match words used in the text with their meanings Mention the communicative purpose of the text Identify the generic structure of the text

Activities:



Vocabulary: Brainstorm on description of LION

Read text individually State whether the statements are true or false according to the text

Answer the questions about specific details, main idea, and inferences of the text

Match words used in the text with the meanings

Discuss communicative purpose and generic structure of the text


10’ 15’ 15’

15’ 15’ 10’ 10’

Report Text “Lion”

http://www.mce.k12tn.net/animals/lions.htm http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html Linked to the World “English for Senior High School Grade XI”

10083


LESSON PLAN Unit 5

Topic : Analytical Exposition Text: “Sports” Standard Competence : understand meanings in short functional texts and





Find main idea of each paragraph and thewholetext Answer questions about specific details of the text Identify the generic structure of report text Detect the generic structure of the text Mention the communicative purpose of the text

Activities: Stage Activities Time Materials Source


State students’ experience and knowledge related to sport

Read aloud text individually


State the truth about statements related to the text read

Mention words used in the text referring to the definitions given

Discuss the generic structure and communicative purpose of analytical exposition texts



8’ 17’ 15’ 10’ 10’ 10’ 10’ 10’

Analytical exposition

text: Advantages of Sports and

Teens

Theories on communicative

purpose and generic

structure of analytical

exposition texts

http://www.more4kids.info/359/advantages-of-sports-and-teens/html



10183


LESSON PLAN Unit 6

Topic : Analytical Exposition Text: Internet Standard Competence : understand meanings in short functional texts and





Find arguments of the text Match words used in the text with their meanings Find the main idea of the text and each paragraph Identify generic structure of the text Mention communicatve purpose of the text

Activities:



State students’ knowledge related to internet

Read aloud text

individually Answer questions about

specific details of the text Find the main idea of the

whole text and each paragraph

Match words used in the text with their meanings


Develop the outline that

the students have made into a good analytical exposition text

10’

20’

5’

10’

10’

10’

25’

Analytical Exposition

Text: ”Advantages of the Internet

for Getting Information”

http://thaodaovn.blogspot.com/2007/11/advantages-of-internet-for-getting.html http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html


10283


Presentation of the Designed

Materials


Authentic Reading Materials

XI

KTSP

Elisabeth Aditya


Window of the World

Task Discuss the following questions with your partner!

1. Did you like to read a fairy tale when you were children?

2. What is your favorite fairy tale? Why do you like it?

3. What is the moral value that you can find in that fairy tale?

Task Read the first section of the text. Then stop and answer the question. After you

have written down your answer, read the next section. If your answer was correct,

put a tick ( ) in the box next to it. Do the same with the other section.

The most awesome story ever!

1. What do you think is going to happen next? __________________________ Now, read on and see of you are right!

1

Once upon a time, there lived a girl who was tortured by her parents

because she was different. She had two different colored eyes and long

flowing black hair that reached down to her back. She was forced to wear

ragged, brown clothes all the time.

One day, her mother ordered her to work in the backyard. However,

she decided to run away from her family because she was tired of being

treated like a slave. She kept running until she passed out from dehydration.

She woke, and found herself staring straight into the eyes of a

handsome stranger with the same eyes as she had. "I see you have awaken my

princess." He said as he bowed down low. “What?" She asked innocently. "You

do not understand me? I said, 'I see you have awoken my princess.'" He said as

he bowed again. "But, I am not a princess," she said sadly, "I am but a lowly

nobody." "Oh, but you must be," he proclaimed, "You have the eyes of a ruler."

UNIT 1

THE PRINCESS

PRE READING

WHILST READING

2


Window of the World

2. What is that girl going to do?

_____________________________________________________

Now, read on and see of you are right!

Taken from: http://storywrite.com/story/161834

Task Answer the following questions!

1. Why was the girl tortured by the parents?

2. How did the parents treat the girl every day?

3. What made that girl different from her family?

4. Why did the girl escape from her family?

5. Was she found by her family?

6. How did the girl think about herself?

7. Why did the man finding the girl say that the girl is a princess?

8. What happened to the girl after being found by the man?

9. Where can we find the complication of the story?

10. What is the moral value that you can take from the story?

Task Complete the blanks with the provided words! Each word will be used only once

4

"My mother says that I am a horrible freak because of these

accursed eyes." He jumped back in surprise. "But...but how could this

'mother' tell you so? Your eyes are what mark you part of the royal

family." She was taken aback, she never thought herself anything more

then a lowly orphan. She always thought that her mother was right about

her, and that she was nobody. "But wait. You have the same eyes as me,

does that make you my family?" He paused. "Yes, I am your husband to

be." She gasped.

She never thought that she would be good enough to be married

to someone that was perfect before. She was so happy that she could be

married to someone. He spoke to break her thoughts. "Will you do me the

honor of being my wife?" She didn't even hesitate. "Yes, yes I will." And

they all lived happily ever after.

3

Torture

Flowing

Force

Ragged

Backyard

Passed out

Stare

Hesitate

Stranger

Bow

Proclaim

Horrible

Freak

Orphan

Gasp


Window of the World

1. All countries …………. their loyalty to the alliance. 2. A child whose parents are dead is called …. 3. Don’t ………. At people like that! It’s rude. 4. He has got a …………… cold. 5. He stands in front of a fast-…………. river.

6. I …………… my parents to buy the book for me. 7. I …………….. slightly before answering the teacher’s question. 8. It is claimed that the officer ……………… a man to death on 1983 9. My mother always warns me not to talk to a…. 10. She was hit on the head and …. 11. The children were wearing dirty………. clothes. 12. The house has a small …………, surrounded by a high brick wall. 13. We ………….. our heads in prayer. 14. When the children see the money hidden in the box, they …………. in surprise. 15. You will be regarded as a …………… in school if you’re not interested in sports.

Task Study generic structure and communicative purpose of a narrative text!

Social function

Generic Structure Language Features

To amuse/ entertain the readers and to tell a story

1. Orientation: set the scene and introduce the participants

2. Complication: a crisis arises 3. Sequence of events 4. Resolution: The crisis is resolved, for better

or worse

1. Using past tense 2. Using action verb 3. Chronologically

arranged (using time or place)

Task Discuss with your partner generic structure and communicative purpose of the

text you have read!

What is the communicative purpose of the text? ______________________________________________________________________________________________________________________

How is the generic structure of the text and in what paragraph

do you find each part?

Orientation Complication Sequence of events

Resolution

Task Make a summary based on the story you have read!

POST READING

7

6

5


Window of the World

Task Discuss the following questions with your partner! a. What comes in your mind when you hear the word

“Vampire”? b. Have you heard the myth of Vampire? What is

frightening about Vampire? c. What is the food of Vampire? d. Where do Vampires usually live? e. How do they live? f. What do you think of the reading passage will be?

Task Below are some words used in the reading passage.

Match the words in the left column with their meanings in the right column!

A B 1. Alley 2. Banish 3. Barely 4. Companionship 5. Coven 6. Craving 7. Distinguish 8. Eternity 9. Graveyard 10. Lessen 11. Long for 12. Scare 13. Weird

a. A group or meeting of witches b. A narrow road or path between buildings c. A place where dead people are buried d. A strong or uncontrollable desire e. Become less strong f. By the smallest amount, almost not g. Enjoyment of being with h. To (cause to) feel frightened i. To notice or understand the difference between two things j. To send someone away and to forbid them to come back k. To want something very much l. Time which never ends or which ahs no limit m. Very strange and unusual, unexpected or not natural

Task Arrange the jumbled paragraphs below into a good story by giving numbers on

the circles! The title of the story is “The Vampire"

3

PRE READING

UNIT 2

The Vampire

Legend lessened his pace to where he was barely moving so as not to

scare whatever he had just seen.

WHILST READING

1

2


Window of the World

Taken from: http://storywrite.com/story/163830

Task Read the story that you have arranged with correct

pronunciation and intonation!

As Legend moved closer, the figure started to move towards him in a

quick manner. Legend noticed that the figure he was seeing was almost

human like in the way that it moved.

In a graveyard far away there lived a vampire named Legend. He was

unlike any other vampires in the coven.

Legend decided that he would travel the long, dark, and narrow

passageway to wherever it led him. About half way through the alley he

saw a slight movement.

Before Legend could react to what was happening or even distinguish

what it was, he awoke from this ever so weird dream.

Legend lived in the far away land for what seemed like an eternity.

One night while searching for the one he longed for he came across a long

and dark alley.

Instead of craving blood like every other member of the coven, he craved and longed for the companionship and love of a woman. The rest of the coven didn't approve of Legend so they banished him to a far away land.

4


Window of the World

Task Answer the following questions based on the passage you have read!

1. Mention the character(s) of the story!

2. Where did the Vampire live?

3. How was Legend different from other members of the coven?

4. What was the similarity between Legend and other members

of the coven mentioned in the text?

5. What did other members of the coven do to Legend?

6. Did Legend have a certain destination when coming across the alley?

7. What happened after Legend came across a half way of the alley?

8. What did Legend do after seeing the slight movement?

9. Had Legend known who the figure was?

10. What is the ending of the story?

Task Discuss with your partner the generic structure and communicative purpose of

the text you have read!

What is the communicative purpose of the text?

____________________________________________

____________________________________________

How is generic structure of the text and in what paragraph do you find each part?

Orientation

Complication

Sequence of events

Resolution

Answer the following questions!

What is meant by a narrative text?

Retell a story or myth that you have ever heard using the structure of a narrative

text! You may choose one of the following title:

Bawang Merah and Bawang Putih

Cinderella

Sangkuriang

Beauty and the Beast

The Legend of Prambanan Temple

Your favorite legend or myth

POST READING

6

5


Window of the World

Task There are 10 words related to animals and their description hidden in the letters

below. Find them and write in the blank spaces beside and below these letters!

L E N G T H U P S L I F E M

S H A B I T A T R E E S G V

K P A R A S I T E A C A G E

I N S E C T S R E V I N I K

N T R E P R O D U C T I O N

F O O D I V R E M A M M A L

Task Read the passage below loudly with the correct pronunciation and intonation!

The Koala is one of Australia's best known animals.

It is an icon represented when promoting Australia to

the tourist industry, and in general people adore these

cuddly creatures. There are two species, the Southern

Koalas and the Northern Koalas.

Koalas are often referred to as a Koala bear.

However they are not a bear. The name Koala comes

from an Aboriginal word. It means "no drink", as Koalas

get enough fluids through the eucalyptus leaves they

feed on. Koalas are found all over east Australia, mainly in the south east.

2

1

UNIT 3

KOALA

PRE READING

WHILST READING

LENGTH,…..

S K I N


Window of the World

The male Koalas are larger than the females. Southern

koalas are larger than Northern koalas. They have a grey soft

furred coat, with a white chest, a flat nose and big ears, and

clawed feet for climbing.

They are very placid animals, and do not move around

much, they are only active for about 2 hours of the day.

The old Australian joke of "Koalas: Eats Roots & Leaves" is not quite correct. Koalas feed on

eucalyptus leaves, which they have a variety of twelve different species to choose from. This is basically

the only thing they do eat, although there are a few exceptions.

Taken from: http://www.australianfauna.com/koala.php

Task Answer the questions below according to the text!

1. When is the icon of koala used?

2. How many species of koala stated in the text? What

are they?

3. Are koalas included as bears?

4. Where does the name of Koala come from? What does it mean?

5. Where can we find Koalas?

6. What is the difference between Southern and Northern Koalas?

7. Mention some physical characteristics of Koalas!

8. Why are koalas called placid animals?

9. Is the Australian joke of “Koala: Eats Roots and Leaves” correct? Why/why not?

10. “Koalas feed…, which they have…” (sent. 2 par.5). What does “they” refer to?

Task Find the main idea of the text!

Main idea of: par. 1 :

par. 2 :

par. 3 :

par. 4 :

par. 5 :

Main idea of the whole text:

4

3


Window of the World

Task Match the words in the left with their meanings in the right and then fill the

blanks in the following sentences using words in the left!

1. A hundred ………….. of insects are found in this area.

2. Elvis Presley is the ………………….. of pop music in the fifties.

3. His parents have one son and they ……………….him very much.

4. If you have fever, you have to drink plenty of ……………...

5. Men are usually quite good at map‐reading but Tim is the ……………...

6. Many people in that area are growing …………………………. trees.

7. My sister collects many ……………….. toys.

8. Our cat likes to sharpen her …………………. on the legs of the dining table.

9. She was a very ………………… child, who slept all night and hardly ever cried.

10. Walking is one of ……………………… exercises in Britain.

Task Study the generic structure and communicative purpose of a report text!

Social function Generic Structure Language Features

To describe the way things are, with reference to a range of natural, man made and social phenomena in our environment

1. General classification: stating classification of general aspect of thing: animal, public place, plant, etc which will be discussed in general

2. Description: Describing the thing which will be discussed in detail, part per part, customs or dead for living creature and usage of materials

1. Introducing group or general aspect

2. Using simple present tense

3. Using conditional logical connection: when, so, etc.

6

1. best known 2. icon 3. cuddly 4. adore 5. fluids 6. eucalyptus 7. claw 8. placid 9. species

10. exception

a. a substance which flows and is not solid

b. any type of tree producing an oil with strong smell

used as medicine and industry

c. a set of animals having similar characteristics

d. having a calm appearance and characteristics

e. one sharp of curved nails at the end of each of the

toes of some animals and birds

f. popular

g. soft and covered with fur

h. someone or something which is not included in a rule

i. symbol

j. to love very much

5


Window of the World

Task Discuss with your partner generic structure and communicative purpose of the text you have read!

What is the communicative purpose of the text?

________________________________________________________________

____________________________________________________

How is the generic structure of the text and in what paragraph

do you find each part?

Part Paragraph

General classification:

Description:

Answer the following questions!

What have you learnt today?

________________________________________________________

Is there any interesting thing?

________________________________________________________

Is the passage easy to understand?

________________________________________________________

Do you enjoy the activities?

________________________________________________________

POST READING

7


Window of the World

Task Brainstorm your idea on “LION”. Write down as much as information comes to

your mind!

1

UNIT 4

LIONS

PRE READING

HABITAT

REPRODUCTION

FOOD

L I O N

PHYSICAL CHARACTERISTICS

Has four legs Etc.

fury


Window of the World

Task Read the text below!

The lion is the largest member of the cat family. The male weighs from 350 to 400

pounds. Some male lions can weigh as much as 500 pounds. The male lion is nine feet long

from the tip of its nose to the end of its tail. They are 3 1/2 feet tall at the shoulders. The

female lion is much smaller. They weigh only 250 to 300 pounds. Female lions are about one

foot shorter than male lions.

The male lion has a mane. A mane is a colorful with blond, brown, or black hair. The

long, thick hair covers the lion's head, except the face, and the neck down to the shoulders

and chest. The lion's coat is a brownish yellow. Lions have muscular shoulders and forelegs.

Lions live in cool climates as well as in places with hot heat. They do not live in thick

forests. Lions live in woodlands, grassy plains,

and in areas with thorny scrub tree. They are

found in Africa south of the Sahara and in the

Gir Forest of India. Only about 200 lions are still

living in the wild in Asia.

Lions live in groups called prides. A

pride has from 10 to 20 lions or as many as 35.

The prides lives in a territory that is about 15 square miles to 100 square miles. A lion walks

about 5 miles a day.

All members of the pride eat together. They like to eat fast running animals like deer,

antelope, zebra, buffalo, and warthog. The lion can run only 35 miles per hour. This is slower

than the animals it likes to eat. Because of this the lion must sneak up on its prey to catch it.

When the prey is about 50 feet away the lion rushes forward and grabs the animal. The lion's

jaws are so hinged it can open its mouth 11 inches and kill an antelope or zebra in one bite.

Its front canine teeth are 2 1/2 inches long. They also have 30 teeth.

Lions eat every 3 to 4 days. The male lion can eat 75 pounds of meat at one meal.

When no large animals are around the lion will eat fish, turtles, and guinea fowl. If hungry the

lion may travel up to 15 miles in one day looking for food.

Lion cubs are born blind and helpless. They weigh only 3 pounds. The mother will

move her cubs from one hiding place to another to keep the cubs safe. She carries her cubs

in her mouth. A cub lives on its mother's milk until it is 2 months old. At this time the mother

gives her cubs their first meat. At 18 to 24 months old a lion cub can hunt for itself. Lions live

20 to 25 years.

http://www.mce.k12tn.net/animals/lions.htm

2

WHILST READING


Window of the World

Task State whether the following statements are True or False based on the text!

1. Male lions are taller than female lions.

2. Every lion has a mane.

3. Lions can live both in hot and cool areas.

4. There are more than 100 lions living in the wild in Asia.

5. Lions can run faster than zebra.

6. The female lions will bring their cubs everywhere they go.

7. The lion cubs start hunt for itself after 18 months old.

8. The lion likes living together with other members of the species.

9. The lions have to sneak up on their prey in order to catch large animals to eat.

10. Lions can travel 15 miles in a day to look for food.

Task Answer the questions in complete sentences!

1. Mention some physical characteristics of lions

stated in the text!

2. Mention some physical characteristics of the

born lion cubs!

3. In what kinds of place do lions live?

4. Mention some places where we can find lions!

5. What do lions like to eat?

6. How fast do the lions run?

7. What will the cubs do when they can’t find large animals to eat?

8. When do the lion cubs start eating

meat?

9. How long does a lion usually live?

10. What is meant by “mane”?

11. What does “pride” mean?

12. What is the main idea of paragraph 1?




Task Below are some words used in the text. Match the words in column A with their

meanings in column B!

A B 1. mane (n)

2. foreleg (n)

3. woodland (n)

4. plain (n)

5. thorny (adj)

6. scrub (n)

7. antelope (n)

a. an African white pig with a large head,

tusks, and little lumps on the male’s face

b. an animal that is hunted and killed for

food by other animal

c. a bird of type that is used to produce

eggs or meat

d. a deer- like mammal with horns and

3

4

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Window of the World

8. warthog (n)

9. sneak up (v)

10. prey (n)

11. jaw (n)

12. hinged (adj)

13. canine (n)

14. fowl (n)

15. cub (n)

long thin legs which allow it to run fast

e. a large area of plat land

f. a long thick hair that grow along the face and neck of lions

g. a young lion

h. depended

i. having small sharp pointed growths on the stem of a plant

j. land on which many trees grow

k. move secretly

l. One of four pointed teeth

m. one of the two front legs of a for-legged animals

n. short trees and bushes, growing on dry earth of low quality

o. the lower part of the face which moves when you open your mouth

Task Discuss the communicative purpose and the generic structure of the text!

Communicative purpose:

_____________________________________________________________

Generic structure:

1. General classification:

________________________________________________________________

______________________________________________________

2. Description:

________________________________________________________________

______________________________________________________

What do you know about report texts?

Make an outline of a report text! You may choose one of the topics below:

Museum

Zoo

School

Internet

Sports

Music

Your own topic

POST READING

6


Window of the World

Task State whether the following statements are correct or incorrect!

a. You like sports.

b. Some students follow sports to make them popular in school.

c. You have your own reason to go to school.

d. You exercise everyday.

e. You do sports only in school.

f. Sports can make us healthy.

g. Sports teach us teamwork.

h. You usually exercise with the members of family.

Task Now, read the passage below using the appropriate pronunciation and

intonation!

Many teens in high school want to try out for

sports. A lot of them try because they think it

will make them popular or get them more

dates. While this may seem like a silly reason,

there are lots of other benefits to sports that

your child may overlook. Here are some

reasons that you’ll find comforting.

With T.V., movies, computers, and video games becoming more and more popular, it

has become so much easier for teens to be by themselves rather than going out with

friends. Kids used to go hang out at the mall or drive around town; now they just sit at

home. Getting your teen into a sport gives them an opportunity to go out and

UNIT 5

HEALTH

PRE READING

WHILST READING

1

2


Window of the World

socialize. While they may not find a new best friend, they will learn how to interact and

work as a team; something they’ll find useful later in life.

One of the biggest problems in our society today is obesity, and it’s not just a problem

with adults. More and more kids are becoming overweight. Joining a team sport will

help your teen get out and get some exercise without feeling pressured to lose weight

or get in shape. Plus, if your teen sees that their physical condition is causing them to

under-perform, they may be motivated to do other activities to get healthy. By the

time your child reaches their teenager year, part of good parenting will be providing

them with direction and encouragement and continuing to help them develop a

healthy style of living.

These days, it’s becoming harder to show your teenagers that you love and support

them. A great way to do this is by showing up to their games, helping them practice,

and helping with team fundraisers. These are also great ways to spend time your kids

and talk to them.

Team sports are a great way for your teen to get out of the house, get moving, make

friends, and even get a scholarship to college. So why not talk to them about getting

into sports today?

http://www.more4kids.info/359/advantages-of-sports-and-teens/

Task State whether the following statements is True or False!

1. Some students join sport program to be popular

in school.

2. Sport gives opportunity to children to socialize.

3. Technology doesn’t affect children’s behavior

to go out with friends.

4. Through sports, children can learn team work.

5. Teamwork is only useful in sports.

6. Obesity is the problem of adults only.

7. Sports will give pressure for teens to get in shape.

8. Sports can make it easier for children to get scholarship.

3


Window of the World

Task Answer the questions below according to the text!

1. Mention the silly reasons for teens in high school joining sport!

2. What are the things that can make children reluctant to go out

with friends?

3. What is the effect of sports on children’s socialization?

4. How can sports help teenagers to prevent obesity?

5. How is a good parenting for teens described in the passage

related to sports for their children?

6. What are beneficial reasons for teens joining sport program?

7. What is the main idea of the passage?


Task Each word on the right is taken form the passage. Use the definition on the left to complete the blanks! The first one has been done for you.

1. Umur belasan tahun = t e e n 2. Mencoba = t _ _ _ _ t 3. Kencan, pacar = d _ _ e 4. Lucu, bodoh = s _ _ _ y 5. Keuntungan = b _ _ _ _ _ t 6. mengabaikan = o _ _ _ _ _ _ k 7. menghabiskan waktu= h _ _ _ _ _ t 8. Walaupun = w _ _ _ e 9. Kesempatan = o _ _ _ _ _ _ _ _ _ y 10. Bersosialisasi = s _ _ _ _ _ _ _ e 11. Kegemukan = o _ _ _ _ _ y

12. Kelebihan berat = o _ _ _ _ _ _ _ _ t 13. Tertekan = p _ _ _ _ _ _ _ d 14. Merawat/membesarkan anak =

p _ _ _ _ _ _ _ g 15. Dorongan = e _ _ _ _ _ _ _ _ _ _ _ t 16. Datang = s _ _ _ _ p 17. Pencari dana = f _ _ _ _ _ _ _ _ r 18. Berteman = m _ _ _ _ _ _ _ _ _ s 19. Bergerak = g _ _ _ _ _ _ _ g 20. Memasuki = g _ _ _ _ _ o 21. Beasiswa = s _ _ _ _ _ _ _ _ _ p

Task Study generic structure and communicative purpose of an analytical exposition text below!

Social

function

Generic Structure Language Features

To reveal the

readers that

something is

the important

case

1. Thesis: Introducing the topic and

indicating the writer’s position

2. Argument 1: Explaining the argument to

support the writer’s position

3. Argument 2: Explaining other arguments to

support the writer’s position more

4. Reiteration: Restating the writer’s position

1. Using simple

present tense

2. Using relational

process

3. Using internal

conjunction

4. Using causal

conjunction

6

5

4


Window of the World

Task Discuss with your partner the generic structure and communicative

purpose of the text you have read! What is the communicative purpose of the text you have read?

___________________________________________________________________

_____________________________________________________________

How is the generic structure of the text and in what paragraph do you find

each part?

Thesis

Argument 1.

2.

3.

.

Reiteration

Make an outline of an analytical exposition text! Use the

generic structure as the table above! Write down your

agreement or disagreement on a certain topic. You may choose

one of the following topics!

Free internet service for the students

Uniform for school

Students using mobile phone in school

Euthanasia for sick people

Death sentence

Your own topic

POST READING

7


Window of the World

Task State whether the following statements are correct or incorrect!

a. Internet is one of technologies that we can use nowadays.

b. Internet makes us easier to communicate with others.

c. People can use internet to meet new teachers.

d. We can get information easier by using internet rather than reading books in

library.

e. We can get news through internet.

f. Students can get information related to their study trough internet.

g. To find information through internet, students can do it easily by typing the

keywords in searching engine.

h. You can sell and buy products using internet.

i. You can use internet everywhere.

j. You can use internet every time you want.

Task Read the passage below loudly with the correct pronunciation and intonation!

Advantages of the Internet for Getting Information

Technology, especially the internet, has greatly

improved the way we get information. The internet has

opened more database to students around the world.

Information comes at the speed of the Internet which is to

say nanoseconds. Some students can stay at home and do

research on their computers. According to "Advantages Of

Using the Internet" from Bandar Seri Begawan, "Advantages

are getting information, communicating with anyone inside

and outside the country, meeting new friends through chatting, opening a file through http or

copying from the internet and going online shopping". Therefore, there are three advantages

UNIT 6

INTERNET

PRE READING

WHILST READING

1

2


Window of the World

of the internet for getting information. With the help of technology, students can get more

information, get it more quickly and get it more conveniently.

The internet and the World Wide Web has opened every major library and more

database to students around the world. Information comes not only in print form, but also in

multimedia. You can get audio and video data. You can get information about events in the

past as well as events that unfold as you watch your computer monitor.

Information comes at the speed of the internet which is to

say in nanoseconds. You can type in a few key words in your

search engine, and the engine will search the entire "www" to

find information on your topic. You do not have spent hours

pouring over card catalogs in the library and looking at the

shelves. This research is done for you instantly on the web.

It is certainly more convenient to sit at home and search on

your computer. Your computer is open 24‐hours a day, while a

library or office which has limited hours and limited resources.

You can do research while you eat breakfast. What could be more convenient?

Technology, especially the internet, has certainly changed the quantity and quality of the

information we get. The speed and convenience of a computer helps students learn more and

more quickly.

Taken from: http://thaodaovn.blogspot.com/2007/11/advantages‐of‐internet‐for‐getting.html

Task Answer the questions below according to the text! 1. Below are things explained in the text, except….

a. Internet is one product of technology

b. Students can have shopping through Internet

c. Using Internet, students can find information quickly

d. We need to pour over card catalogues in the library to use the Internet

e. Internet can bring many advantages for students

2. Below are the advantages of using Internet mentioned in the text, except….

a. getting new information

b. communicating with other people

inside and outside country

c. doing research

d. meeting new friends

e. shopping

3. We can get information through Internet quickly because….

a. there is card catalogue in the Internet

b. we can use the Internet every time

c. information we search through the Internet is popular

d. information in the Internet comes at the speed of nanoseconds

e. information we need is predictable

3


Window of the World

4. The word “convenient” in paragraph 4 has the same meaning with….

a. happy b. good c. relax d. enjoyable e. suitable

5. Why is it more convenient to use Internet for getting information?

Task Find main idea of the text!

Main idea of the whole text:

Main idea of: par. 1 :

par. 2 :

par. 3 :

par. 4 :

par. 5 :

Task The words below are used in the text above. Match the words in the left column

with their meanings in the right column!

1. Speed

2. Chat

3. Convenient

4. Unfold

5. Shelves

6. Search

7. engine

8. entire

9. research

10. resource

a the rate at which someone or something moves or operates

b an informal conversation

c fitting in well with a person’s needs, activities, and plans.

d reveal or be revealed.

e flat lengths of wood or other rigid material attached to a wall

or forming part of a piece of furniture, providing a surface for

storage or display

f try to find something by looking or seeking carefully and

thoroughly

g a machine with moving parts that

converts power into motion

h the systematic study of materials

and sources in order to establish

facts and reach new conclusions.

i a stock or supply of materials or assets that can be drawn on in

order to function effectively

j whole

5

4


Window of the World

Develop the outline that you have made in the previous unit into a

good analytical exposition text!

Task Discuss with your partner the generic structure and communicative purpose of

the text you have read!

What is the communicative purpose of the text you have

read?

________________________________________

________________________________________

How is the generic structure of the text?

Thesis

Argument 1.

2.

3.

.

Reiteration

POST READING

6


UNIT 1

THE PRINCESS

Task 3 1. Because she had was different from the other members of her family 2. She was forced to wear ragged, brown clothes all the time and was asked to

work in the backyard

3. Because she had different colored eyes and long flowing black hair. 4. because she was tired of being treated like a slave

5. No, she wasn’t

6. She thought that she was not more than a lowly orphan

7. because the girl had the same eyes as him

8. they married

9. when the girl was conscious after running form her house

10. We have to be brave to do something to reach our hope.

Task 4 1. proclaim 2. orphan 3. stare

4. horrible 5. flowing 6. force

7. hesitate 8. torture 9. stranger

10. pass out 11. ragged 12. backyard

13. bow 14. gasp 15. freak

Task 6 Communicative purpose: entertain the readers and to tell about a story of a

tortured girl becoming a princess Generic structure:

Orientation Paragraph 1 Complication Paragraph 2 Sequence of events

Paragraph 3 and 4

Resolution Paragraph 5

Task 7 Example of the summary: The story tells us about a girl who was tortured by her parents because she had different eyes. Then, she ran away from the house until she passed out from dehydration and finally she was found by a Prince. Because of her eyes, the Prince asked her to marry him. Finally, thy married and lived happily.


UNIT 2 THE VAMPIRE

Task 2 1. B 2. J 3. F

4. G 5. A 6. D

7. I 8. L 9. C

10. E 11. K 12. H

13. M

Task 3

In a graveyard far away there lived a vampire named Legend. He was unlike any other vampire in the coven.

Instead of craving blood like every other member of the coven he craved and longed for the companionship and love of a woman. The rest of the coven didn't approve of Legend so they banished him to a far away land.

Legend lived in the far away land for what seemed like an eternity. One night while searching for the one he longed for he came across a long and dark alley.

Legend decided that he would travel the long, dark, and narrow passageway to wherever it led him. About half way through the alley he saw a slight movement.

Legend lessened his pace to where he was barely moving so as not to scare whatever he had just saw.

As Legend moved closer the figure started to move towards him in a quick manner. Legend noticed that the figure he was seeing was almost human like in the way that it moved.

Before Legend could react to what was happening or even distinguish what it was he awoke from this ever so weird dream.

Task 5 1. The character of the story is Legend 2. He lived in a graveyard 3. He craved and longed for the companionship and love of a woman 4. They crave blood 5. They didn't approve of Legend so they banished him to a far away land 6. No, he didn’t 7. He saw a slight movement 8. Legend lessened his pace to where he was barely moving so as not to

scare whatever he had just saw 9. No, he hadn’t 10. The story ends with the Legend who woke up from his dream


Task 6 Communicative purpose: entertain the readers and to tell about a story of a

vampire having a dream Generic structure:

Orientation Paragraph 1 Complication Paragraph 2 Sequence of events Paragraph 3-6 Resolution Paragraph 7

UNIT 3

KOALA Task 1

Across Down

Length, Life

Habitat, tree

Parasite, cage

Insects

Reproduction

Food, Mammal

Skin

Fur

Breed

Task 3

1. It is used when promoting Australia to the tourist industry

2. There are two species of koala. They are Southern Koalas and Northern koalas.

3. No, they are not

4. It comes from Aboriginal word. It means “no drink”

5. We can find koalas all over east Australia, mainly in the south east.

6. Southern koalas are larger than Northern koalas

7. They have a grey soft furred coat, with a white chest, a flat nose and big ears,

and clawed feet for climbing

8. Koalas are called placid animals because they do not move around much,

they are only active for about two hours of the day.

9. No, it is not, because koalas feed on eucalyptus leaves

10. “They” refers to eucalyptus leaves


Task 4

• the main idea of the whole text: the description of Koala

• the main idea of each paragraph

par.1 : koala as Australia best know animal

par.2 : the origin of the name “koala”

par.3-4 : the physical characteristics of koalas

par.5 : the food of koalas

Task 5

1. E 2. H

3. F 4. I

5. A 6. B

7. D 8. C

9. G

Sentences:

1. species 2. icon 3. adore

4. fluid 5. exception 6. eucalyptus

7. cuddly 8. claw 9. placid

10. best-known

Task 7

Communicative purpose: to describe Koala as one of Australian’s best

known animals

Generic structure:

Part Paragraph

General classification: Stating general classification:

the animal of Koala

1

Description:

The origin word of “Koala” and its meaning

The physical characteristics of Koalas

The food of koalas

2

3-4

5


UNIT 4 LIONS

Task 3 1. True 2. False

3. True 4. True

5. False 6. False

7. True 8. True

9. True 10. True

Task 4

1. The male weighs from 350 to 400 pounds. Some male lions can weigh as much as 500 pounds. The male lion is nine feet long from the tip of its nose to the end of its tail. They are 3 1/2 feet tall at the shoulders. The female lion is much smaller. They weigh only 250 to 300 pounds. Female lions are about one foot shorter than male lions.

2. Lion cubs are born blind and helpless. They weigh only 3 pounds.

3. Lions live in cool climates as well as in places with hot heat. They do not live in thick forests. Lions live in woodlands, grassy plains, and in areas with thorny scrub tree.

4. They can be found in Africa south of the Sahara and in the Gir Forest of India

5. They like to eat fast running animals like deer, antelope, zebra, buffalo, and warthog

6. The lion can run only 35 miles per hour.

7. They will eat fish, turtles, and guinea fowl

8. In the age of 2 months, the mother gives her cubs their first meat.

9. Lions live 20 to 25 years.

10. A mane is a colorful with blond, brown, or black hair. The long, thick hair covers the lion's head, except the face, and the neck down to the shoulders and chest

11. Pride means a group of lions

12. Paragraph 1 talks about the physical characteristics of lions

13. Paragraph 3 talks about the habitat of lions

14. Paragraph 5 talks about the food of lions

15. Paragraph 7 talks about the characteristics of born lions

Task 5

2. F

3. M

4. J

5. E

6. I

7. N

8. D

9. A

10. K

11. B

12. O

13. H

14. L

15. C

16. G


Task 6

Communicative purpose: to describe lions 1. General classification (sent.1): The lion is the largest member of the cat

family 2. Description:

Par.1-2 : The physical characteristics of lions Par.3-4 : The habitat of lions Par.5-6 : The food of lions

Par.7 : The characteristics of lion cubs

UNIT 5 SPORTS

TASK 3 1. T 2. T

3. F 4. T

5. F 6. F

7. F 8. T

TASK 4 1. Some high school students try sports because they think it will make them

popular or get them more dates. 2. With T.V., movies, computers, and video games becoming more and more

popular, kids become reluctant to go out. 3. Sports can help children to socialize, e.g. children will learn how to interact

and work as a team 4. Joining a team sport will help your teen get out and get some exercise

without feeling pressured to lose weight or get in shape 5. A good parenting will provide direction and encouragement and continue to

help children develop a healthy style of living.

6. The reasons that are beneficial are: a. Getting into sports gives them an opportunity to go out and socialize (par. 2).

b. Joining a team sport will help teen get out and get some exercise without feeling pressured to lose weight or get in shape (par. 3).

c. Joining a team sport will help teen get out and get some exercise without feeling pressured to lose weight or get in shape (par. 3).

7. The main idea of the text is that sports can give many advantages for teens.

8. Sports are also great ways for parents to spend time with their kids and talk to them.


TASK 5 1. try out 2. date 3. silly 4. benefit 5. overlook 6. hang out

7. while 8. opportunity 9. socialize 10. obesity 11. overweight 12. pressured

13. parenting 14. encourageme

nt 15. show up 16. fund raiser 17. make friends

18. get along 19. get into 20. scholarship

TASK 7

Communicative purpose: to reveal to the readers that sports can give some advantages for teens.

Generic structure: Thesis Sports can give benefits for teens. Argument

1. Getting into sports gives them an opportunity to go out and socialize (par. 2).

2. Joining a team sport will help teen get out and get some exercise without feeling pressured to lose weight or get in shape (par. 3).

3. Joining a team sport will help teen get out and get some exercise without feeling pressured to lose weight or get in shape (par. 3).

Reiteration Sports can give benefits for teens.

UNIT 6 INTERNET

Task 1

a. T

b. T

c. T

d. T

e. T

f. T

g. T

h. T

i. F

j. T

Task 3

1. D

2. C

3. D

4. D


5. by using the internet, we can search for information whenever and

wherever we are, as long as our computer has the connection to the

internet

Task 4

• Main idea of each paragraph:

Paragraph 1: There are some advantages of internet for getting

information

Paragraph 2: Internet advantages for getting information

Paragraph 3: We can get information through Internet quickly

Paragraph 4: We can get information through Internet more

conveniently

Paragraph 5: The speed and the convenience of a computer helps

students learn more and more quickly

• Main idea of the whole text is that there are some advantages of internet for

getting information

Task 5

1. F

2. B

3. D

4. G

5. E

6. H

7. A

8. J

9. I

10. C

Task 6

Communicative purpose: to reveal to the readers that internet can gives some

benefits for students in getting information

Generic structure:

Thesis there are some advantages of internet for getting information

Argument 1. Internet advantages for getting information 2. We can get information through Internet quickly 3. We can get information through Internet more conveniently

Reiteration the speed and the convenience of a computer helps students learn more and more quickly


REFERENCES

Soeprapto, F.A. and Darwis, Mariana. 2005. Linked to the World: English for Senior High School Grade XI. Jakarta: Yudhistira

Anonymous. The Most Awesome Story Ever. (http://storywrite.com/story/161834,

accessed on August 28, 2008). Anonymous. Understanding Text. http://understandingtext.blogspot.com/2008

/03/text-types-complete-overview.html, accessed on August 22, 2008). Anonymous. The Vampire. (http://storywrite.com/story/163830, accessed on

August 28, 2008). Anonymous. Koala. (http://www.australianfauna.com/ koala.php, accessed on

August 30, 2008). Anonymous, Lion. (http://www.mce.k12tn.net/animals/lions.htm, accessed on

September 3, 2008). Anonymous. The Advantages of Sports and Teenage. (http://www.more4kids.

info/359/advantages-of-sports-and-teens/html, accessed on September 3, 2008).

Anonymous. Advantages of the Internet for Getting Information.

(http://thaodaovn.blogspot.com/2007/11/advantages-of-internet-for-getting.html, accessed on September 3, 2008).


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk filei DESIGNING A SET OF AUTHENTIC READING MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 DEPOK A Thesis Presented