DESIGNING ONLINE READING MATERIALS USING CANVAS ...

DESIGNING ONLINE READING MATERIALS USING

CANVAS PLATFORM FOR EIGHTH GRADE STUDENTS OF

SMP MARIA ASSUMPTA KLATEN

TITLE PAGE A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain The Sarjana Pendidikan Degree

in English Language Education

By

Martinus Heris Himawan

Student Number: 131214066

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

DESIGNING ONLINE READING MATERIALS USING

CANVAS PLATFORM FOR EIGHTH GRADE STUDENTS OF

SMP MARIA ASSUMPTA KLATEN

TITLE PAGE A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain The Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 131214066

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018




iv

DEDICATION PAGE

“...if we teach today as we taught yesterday, we

rob our children of tomorrow.”

John Dewey

I dedicated this thesis to my beloved parents,

brother and sister and everyone who supports

me.




vii

ABSTRACT

Himawan, Martinus Heris (2018). Designing Online Reading Materials Using

Canvas Platform for Eighth Grade Students of SMP Maria Assumpta Klaten.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

As the advancement of the technology, the conventional way of learning

has been starting to change. The era is moving into web-based learning or online

learning. Online learning can be used through several platform or medium which

can support the students to fulfill their needs.From now on, the students have a lot

of challenge to learn English in the class. Usually, they do not have eagerness to

learn English and they tend to be passive in the class. Therefore, the researcher

designed online reading materials for the eighth grade students of SMP Maria

Assumpta.

This research aimed to answer two research questions which were: (1)

How is the online reading materials using Canvas platform for eighth grade

students of SMP Maria Assumpta designed? and (2) What does the online reading

materials using Canvas platform for eighth grade students of SMP Maria

Assumpta look like? In order to answer the first question, the researcher adapted

the R&D model from Borg and Gall (1983) and simplified into 5 steps. They were

(1) Conducting Need Analysis, (2) Planning the Design, (3) Developing the

Design, (4) Field Testing and (5) Product Revision. In designing the online

materials, the researcher started with identifying the students need by interviewing

the English teacher. After that, the researcher decided to make objective, select

topic, theme and learning experiences. Then, the researcher chose the platform

and put all materials and assignments into the platform. Then, the materials was

tested to the students, English teacher and lecturers. Having got the result, the

researcher revised the product based on the participants’ comments and

suggestions.

To answer the second question, the researcher presented the design of

online reading materials for eighth grade students of SMP Maria Assumpta. The

reading materials consist of 3 units which can be used until the end of the

semester. They were “The attractive location in Indonesia,” “Delicious taste of

foods” and “Your favorite story.” All reading materials and assignments were

uploaded into Canvas platform.

Keywords: Online reading materials, Web-based learning, Research and

Development (R&D)


viii

ABSTRAK

Himawan, Martinus Heris (2018). Designing Online Reading Materials Using

Canvas Platform for Eighth Grade Students of SMP Maria Assumpta Klaten.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Seiring dengan kemajuan teknologi, cara pembelajaran secara

konvensional sudah mulai berubah. Masanya telah bergerak ke cara pembelajaran

online. Pembelajaran online bisa digunakan melalui beberapa platform atau media

yang bisa mendukung siswa untuk memenuhi kebutuhan mereka. Sekarang ini,

siswa-siswa memiliki banyak tantangan untuk belajar bahasa inggris di kelas.

Biasanya, mereka tidak memiliki keinginan untuk belajar bahasa inggris dan

mereka cenderung pasif di kelas. Oleh karena itu, peneliti mendesain materi

online untuk siswa SMP Maria Assumpta kelas delapan.

Penelitian ini bertujuan untuk menjawab dua pertanyaan penelitian yaitu:

(1) Bagaimana cara mendesain materi online menggunakan platform canvas untuk

siswa kelas delapan SMP Maria Assumpta Klaten? dan (2) Seperti apakah bentuk

materi online menggunakan platform canvas untuk siswa kelas delapan SMP

Maria Assumpta Klaten? Untuk menjawab pertanyaan pertama, peneliti

mengadaptasi model R&D dari Borg and Gall (1983) dan menyederhanakan

menjadi 5 tahap. 5 tahap tersebut adalah(1) menganalisis kebutuhan, (2)

merencanakan desain, (3) mengembangkan desain, (4) tes lapangan dan (5)

merevisi produk.Dalam mendesain materi online, peneliti memulai dengan

mengidentifikasi kebutuhan siswa dengan mewawancarai guru bahasa inggris.

Setelah itu, peneliti memutuskan untuk membuat tujuan pembelajaran, memilih

topik, tema dan pengalaman pembelajaran. Lalu, peneliti memilih platform dan

menempatkan seluruh matei dan tugas ke dalam platform. Lalu, materi diujikan

kepada siswa, guru bahasa inggris dan dosen.Setelah mendapatkan hasilnya,

peneliti merevisi produk tersebut sesuai dengan saran dan masukan partisipan.

Untuk menjawab pertanyaan kedua, peneliti menampilkan desain dari

materi online untuk siswa kelas delapan SMP Maria Assumpta. Materi baca

tersebut terbagi dalam 3 unit yang bisa digunakan sampai akhir semester. 3 unit

tersebut berjudul “The attractive location in Indonesia,” “Delicious taste of foods”

and “Your favorite story.” Seluruh materi baca beserta tugasnya telah diunggah ke

platform canvas.

Keywords: Online reading materials, Web-based learning, Research and

Development (R&D)


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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ who always gives me

strength and patience during the process of life especially in finishing this thesis.

My sincere gratitude goes to my beloved parents, Agustinus Sandiyana and

Marcelina Sunarti who always support and give prayers to me. Also, I would

like to thank my brother and sister, Ambar Hari Wijaya and Margarita Nova

who always cheer me up when I was in difficult time.

Then, I would like to thank my thesis advisor and my recent academic

advisor, F.X. Ouda Teda Ena, M.Pd., Ed.D. for encouraging, guiding, and

giving me a lot of suggestions and recommendations to finish this thesis. I also

thank him for his kindness, willingness and patience to lead me in the right path to

finalize this thesis. Moreover, I would also like to thank to Pius Nurwidasa

Prihatin, Ed.D. as my academic advisor from the first until eighth semester. I

thank him for his guidance for around 4 years in facing the ups and downs of the

college life.

I would like to thank the experts, Priyatno Ardi, S.Pd., M.Hum. and

Partricia Angelina Lasut, M.Hum. who were involved in the expert validation

in this thesis. Then, I would also like to thank my thesis examiners, Gregorius

Punto Aji, S.Pd., M.Hum.and Mega Wulandari, M.Hum.for giving me some

suggestions during the thesis defense and the revision. I also send my deepest

gratitude to all ELESP lecturers who educated, helped and always inspired me


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during the learning process. I believe that those things would be able to transform

me to become a better person.

Then, I would like to thank the headmaster of SMP Maria Assumpta

Klaten, Sr. Felisia L.D. Dalo, OSU., M.Pd for her kindness for allowing me to

do the research. Moreover, I would also like to thank the English teacher of SMP

Maria Assumpta, Ch. Tri Yuliani for helping me to set everything related to the

preparation for testing the online material. My gratitude also goes to all staff and

students who helped me to collect the data.

Then, I would like to thank my brother Yohanes Maria Restu for helping

me to proofread my work, always encouraging and supporting throughout my

years of study. Moreover, I would also like to thank all members of PBI 2013

Class C for the experiences during the process we have been together for almost

4.5 years in college.



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TABLE OF CONTENTS

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

APPROVAL PAGES ......................................................................................... ii

DEDICATION PAGE ....................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................................. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................... vi

ABSTRACT ..................................................................................................... vii

ABSTRAK ........................................................................................................ viii

ACKNOWLEDGEMENTS .............................................................................. ix

TABLE OF CONTENTS .................................................................................. xi

LIST OF TABLES .......................................................................................... xiii

LIST OF FIGURE .......................................................................................... xiv

LIST OF APPENDICES .................................................................................. xv

CHAPTER I ....................................................................................................... 1

A. Research Background ............................................................................. 1 B. Research Problem................................................................................... 3 C. Research Significance ............................................................................ 3 D. Definition of Terms ................................................................................ 4

1. Material Design ............................................................................... 4

2. Reading ........................................................................................... 5

3. Web-Based Learning ....................................................................... 5

CHAPTER II ..................................................................................................... 6

A. Theoretical Description .......................................................................... 6

1. The Nature of Reading .................................................................... 6 2. Web-Based Learning ..................................................................... 11 3. Material Development ................................................................... 15

B. Theoretical Framework ........................................................................ 19

CHAPTER III .................................................................................................. 21

A. Research Method .................................................................................. 21

1. Conducting Need Analysis ............................................................ 22

2. Planning the Design ....................................................................... 22

3. Developing the Design .................................................................. 22

4. Field Testing ................................................................................. 23

5. Product Revision ........................................................................... 24

B. Research Setting ................................................................................... 24 C. Research Participants ........................................................................... 24

1. Pre-Designed Participant ............................................................... 24


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2. Post-Designed Participants ............................................................ 25

D. Instruments and Data Gathering Technique .......................................... 25 1. Interview ....................................................................................... 25

2. Questionnaire ................................................................................ 26

E. Data Analysis Technique ...................................................................... 26

1. Pre-Designed Participant Data Analysis Technique ....................... 26

2. Post-Designed Participants Data Analysis Technique .................... 27

CHAPTER IV .................................................................................................. 29

A. The Development of the Online Reading Materials .............................. 29

1. Conducting Need Analysis ............................................................ 29

2. Planning the Design ....................................................................... 30

3. Developing the Design .................................................................. 31

4. Field Testing ................................................................................. 33

5. Product Revision ........................................................................... 38

B. The Design of Online Reading Materials .............................................. 39

1. The Reading Materials................................................................... 39

2. The Presentation of Online Platform .............................................. 39

CHAPTER V .................................................................................................... 42

A. Conclusions .......................................................................................... 42

B. Recommendations ................................................................................ 44 1. English Teachers ........................................................................... 44

2. Eighth Grade Students ................................................................... 45

3. Further Researchers ....................................................................... 45

REFERENCES ................................................................................................ 46


xiii

LIST OF TABLES

Table 3.1 Form to Collect the Data of Close Ended-Question ............................28

Table 4.1 Participants’ Response of Close Ended Question ................................36


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LIST OF FIGURE

Figure 2.1 Types of Question in Canvas...............................................................14

Figure 4.1 Features in Canvas.............................................................................. 32

Figure 4.2 Homepage............................................................................................40

Figure 4.3 Example of Module.............................................................................40

Figure 4.4 Example of Quiz..................................................................................41


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LIST OF APPENDICES

Appendix 1. Research Permission Letter ............................................................ 50

Appendix 2. Interview Guideline for Identifying Needs ..................................... 51

Appendix 3. Questionnaire for Students, Lecturers and English Teacher ............ 52

Appendix 4. The result of Questionnaire distributed to students ......................... 60

Appendix 5. The result of Questionnaire distributed to participants .................... 63

Appendix 6. Lesson Plans .................................................................................. 67

Appendix 7. Materials ........................................................................................ 71

Appendix 8. List of Assignments ....................................................................... 88


1

CHAPTER I

INTRODUCTION

This chapter is divided into four parts namely research background,

research problems, research significance, and definition of terms. The research

background presents about the background and concerns of the study. The

research questions part explains the questions that will be discussed. The research

significance presents the writer contribution of the study. The last part of this

chapter is the definition of terms which defines specific and important key terms

to avoid misunderstanding and misinterpretation of this study.

A. Research Background

As the advancement of the technology, the conventional way of learning

has been starting to change. The era is moving into Web-based learning or online

learning. Alessi and Trollip (2001) state that Web-based learning is learning that

uses internet in order to deliver the materials for learning. There are various

learning materials which can be found while surfing using the internet connection

and lots of online platform offer their quality in order to attract the users. Bonk

and Reynolds (1997, as cited in Anderson 2011, p.16)describe “To promote high-

order thinking on the web, online learning must create challenging activities that

enable learners to link new information to old information; acquire meaningful

knowledge; and use their metacognitive abilities.” According to Cambridge

International Examinations (2015), Metacognitve abilities refer to the ability to


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make changes of their own learning behaviors, so that learners can plan, monitor

and evaluate their own processes.

Learning process in the classroom using Web-based learning seems

appropriate to develop the students’ skills not only in English subject but also in

the way of using technology. Nowadays, almost all of the students have an

experience in using the computers or gadgets and the internet connection also. It is

proven with the data from the Ministry of Communications and Informatics which

stated that the amount of internet users in Indonesia has reached 82 million users

and 80% of them are adolescents.

With the background which has been mentioned above, the teacher should

be aware of the use of the internet in the learning process. In 2010, Yengin,

Karahoca, Karahoca, and Yucel reveal that the teacher should be more intensive

to adapt of new learning environments. Teachers need help and support to identify

their new roles in teaching using face to face, distance or online methods (Thach

& Murphy, 1995). Moreover, Shaikh & Khoja (2011) and Selvi (2010) agree that

teachers in 21st century are expected to collaborate with all sectors of the

educational community in planning, managing, implementing, and evaluating

programs.

The researcher designed reading English material using Canvas platform

for eighth grade students. The researcher choose to design new materials becauseit

helps the instructor to deliver the materials and the assignments. Moreover, the

students can experience a new process of learning by using technology. The

researcher decide to choose Canvas platform because it is easy to use and to


3

understand. Moreover, Canvas platform is mobile friendliness. It means that the

students can open the platform whether from the app or the mobile web anytime

they want. In addition, Canvas platform can be integrated with several existing

teaching tools and resources such as audio or video files. The researcher choose

SMP Maria Assumpta Klaten because of the availability of the tools such as

computers and internet connection which can assist the students to learn by

themselves. This school is an example of a school which can apply online learning

for their daily learning activity.

B. Research Problem

Based on the research background above, two research problems are

formulated as follows:

1. How is the online reading materials using Canvas platform for eighth grade

students of SMP Maria Assumpta designed?

2. What does the online reading materials using Canvas platform for eighth grade

students of SMP Maria Assumpta look like?

C. Research Significance

The researcher hopes that the research can be beneficial for the teachers,

teacher candidates and the reader. For the teachers and teacher candidates, they

can improve their awareness and capability of using the technology after reading

this research. Moreover, they can also learn from the analysis of this research.

They can recognize and develop on how to make an interesting learning materials

using Web-based learning.


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According to The National Academies of Sciences Engineering Medicine

(1997), by posting the materials on the World Wide Web, it gives the

teachers/instructors and students an almost limitless supply of resource materials.

In addition, the ease of electronic communications between an instructor and

students, and among students, provides new opportunities for sharing questions,

answers, and discussions during a course. However, the teacher has to be more

careful in the use of online system because the students can browse anything

besides the materials. The teacher has to give them strategy in the way of using

internet.

D. Definition of Terms

In this part, some terms used in the research are defined to avoid

misunderstanding and misinterpretation.

1. Material Design

Designing requires a balance of reason and intuition, an impetus to act, and

ability to reflect on actions taken (Rowland, 1993, as cited in Discroll & Carliner,

2005, p.19). The design of teaching materials requires the student teachers to take

a set of decisions, make choices and explain the reasons for them. This practice

will grant them some autonomy (in terms of taking responsibility for decision-

making), and also create opportunities (and the necessity) for reflection (Augusto-

Navarro, 2015). In this research, design deals with the process of creating reading

materials.The researcher designs 3 units materials consists of descriptive text,

procedure text and narrative text.


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2. Reading

Reading is the process of putting the reader in contact and communication

with ideas. As a matter of fact, human beings are preprogrammed to perform

language acts, such as listening, reading and writing (Simanjuntak, 1988).

Students of EFL class can learn to perform language acts by giving them chance

to practice by themselves and the guidance of the teacher should be minimized.

3. Web-Based Learning

A Web-based learning environment is something that can be created and

accessed using either the internet or an intranet. Such environment is just like any

other learning event in that it distributes information to learners (Jolliffe A, Ritter

J, Stevens D, 2001, p.4). One of the most important things for you to understand

about Web-based learning is that, unlike a face-to-face learning environment, the

web cannot ‘teach’ on its own, but merely acts as another form of learning

delivery tool (Jolliffe A, Ritter J, Stevens D, 2001, p.8). In this research, the

existence of the tools are very crucial. As we know that each school has different

amount of computers and different speed in their internet connection. Then, not all

of the students have experienced in using technology to learn about some

materials. Usually, they used to open social media, play game or stream several

videos. They can do that but it should be suited with the utilizing of the

technology itself in the classroom.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses the theories which support the

research. It is divided into two sections, namely theoretical description and

theoretical framework.

A. Theoretical Description

In this part, the researcher discusses about the theories which are related to

the research. There are three parts that will be discussed, those are The Nature of

Reading, Web-Based Learning and Material Development.

1. The Nature of Reading

Reading is one of the four language skills along with listening, speaking

and writing. Reading is the main skill that is discussed in this research.Christine

Nuttal (1982) defines “reading as the meaningful interpretation of printed or

written verbal symbols.” It means that reading is a result of interaction between

the reader’s language skills and the symbol of a language. In the process of

reading, the reader tries to understand what is intended by the writer.

Mark A. Clark and Sandra Silbertstein (1987) as cited in Simanjuntak

(1988) give the definition that reading is an active cognitive process.

“Reading is an active cognitive process of interacting with print and

monitoring comprehension to establish meaning. Reading is the

instantaneous recognition of various written symbols, simultaneous

association of these symbols with existing knowledge and comprehension

of the information and ideas communicated” (p. 15).


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It means that when the reader interacts with the print, the reader knowledge

combined with the visual information results to comprehend the message.

While Ronald Mackey (1979) gives the definition that reading is an active

process. Reading involves an interaction between thought and language. It means

that the reader brings a formidable amount of information and ideas, attitudes and

beliefs.

a. Principles for Teaching Reading

According to Nation (2009), there are four principles that can guide the

design and practice of a reading program. They are meaning-focused input,

meaning-focused output, language-focused learning and fluency development.

In meaning-focused input, Nation (2009) state that “Reading should be

used as a way of developing language proficiency.” The course should include

reading material at a range of levels. It means that the activity in reading covers

the search of information, reading to learn, reading for fun, reading to integrate

the information and reading to write.

Meaning-focused output means that reading should be related to other

language skills which are listening, writing and speaking. The students cannot

stop in the use of listening and reading because they are expected to produce a

higher standard through spoken and written language. In order to produce those

language, the students should be aware of accuracy, precision, coherence and

appropriateness.

Language-focused learning means that reading should help the students to

develop their skills and knowledge needed for effective reading. Moreover, the


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students have to practice in a range of reading strategies such as previewing,

predicting, and connecting to background knowledge guessing words from

context. Fluency Development means that reading should help the students to

push their fluency in reading. The students need to read materials that is very

familiar with their experience. Therefore, the students have to be involved in the

activities for example listening to stories and independent reading.

b. Applying Principles of Learning to Reading

The teacher should understand the principles of learning which is going to

apply in teaching effectively. The teacher should guide their students in the

process of learning. Shepherd (1978) reveals some principles of learning to apply

in learning reading.

The first is the students must have a purpose and motivation to learn. To

develop reading skill, it is necessary to have enough practice. If the student does

not read because of a lack of a purpose and a motivation, he does get the practice

he needs in reading skill. Then, it may impact his comprehension to a text.

The second is learning must have meaning for learner. The goal of reading

is to enable the reader to get meaning from the materials. It means that the reader

must be able to understand the information which the writer wants to convey.

However, the way to understand the information can be different from one to

another.

The third is that abackground of experience and knowledge is necessary

for learning. New ideas must be connected to existing ideas and information. A

background that provides basic understanding of the vocabulary and enables the


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student to apply concrete illustrations of the new ideas forms the base on which he

can build the new information. This principle is of immense importance in making

study assignments.

The fourth is the learner must be active in his learning. Learning to read is

not a passive process. Teacher can teach about the techniques and student has to

apply and practice on their own. If they follow what has been taught by the

teacher, he could be successful in his reading activity.

The fifth is learning requires the forming habits. When a student learns

how to use reading skills and how to finish a reading assignment, he is learning

techniques. To become an efficient reader, many of the skill must be so well-

developed. The student do not need to worry about the technique while reading

rather concentrate to meaning because the technique should become so ingrained

that it becomes automatic for him.

The sixth is that much learning is by association. Reading is one additional

form of using language. For the first time, the student usually learns to use and

understand language through listening and speaking. However, it is easier for the

students to recognize new words and to attach meanings while doing the reading

activities.

The seventh is learning requires practice. Learning without practice is

nothing. The student does not learn an effective reading technique merely by

being shown. He must uses it to get the experience in using the technique.

The eighth is favorable attitudes toward learning foster effective learning.

In learning, the student needs good attitude that is important to support them in


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the process of understanding the information. When the student finds difficulty in

reading and develops negative attitude toward the reading skill, he is going to

have difficulty to use reading as an effective learning tool. Therefore, their whole

mental set is opposing this avenue of learning.

The ninth is students learn at different rates and in different modes.

Teacher should pay attention to the students’ ability. It means that students learn

in different rates because of their traits, capabilities and development are vary.

That is why teacher cannot expect all students to have the same abilities, needs,

and levels of reading.

The tenth is that learning is more effective if the learner knows the reason

for what he is learning. In developing the reading skill, the student needs to

understand the importance and usefulness of each skill. He needs to understand

how the skills can increase his reading competence. The teacher goal is to direct

the students to become independent. So, the student must acquire their own skill

of obtaining information and how to use the information in his thinking.

c. The Role of the Teacher in Reading Class

The role of the teacher is to facilitate reading, raise consciousness, build

confidence, ensure continuity, show involvement, and demand performance

(Grabe, 1986:44). It means that the teacher should try to accompany the students

to read and to improve the students’ reading ability. The teacher in a reading

program is often faced with the problem of students who do not always recognize

the difficulties they face in an academic program. Actually, students’ effort and

awareness are essential for the teacher.


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Clark and Silberstein (1987) as cited in Simanjuntak (1988) state that there

are three roles for the teacher. They are the teacher as teacher, the teacher as

participant, and the teacher as facilitator. The teacher as teacher is necessary only

when the students face the problem and the teacher should try to resolve the

problem. In this case, the teacher has reputed to possess more knowledge than the

students. The teachers is a participant in activities in which the knowledge and

opinions of all persons in the class are equal. The activities such as discussions on

the reading passage, make their own opinion about incident which is happened in

their environment, and etc. The teacher is a facilitator when creating an

environment in which learning can take place, where linguistic expertise is

required only in the event of communication breakdown. It means that the

students can work individually to finish the assignments. Also, the students can

discuss and correct their own assignments without the teacher participation.

2. Web-Based Learning

According to Watson & Kalmon (2005), Web-based learningis learning in

which instruction and content are delivered primarily over theInternet. Typically

online learning or Web-based learning takes place in either an asynchronous or

synchronous environment. “An asynchronous environment is one where

communication between learners and the facilitator is done via a computer forum

of some description at different times.” (Jolliffe A, Ritter J, Stevens D, 2001).

Meanwhile, a synchronous communication environment takes place in real time

where those involved in the communication process are present all at the same

time, but not necessarily in the same place.


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Online learning resources or Web-Based Learning Resources are any

digital material used for supporting student learning that is delivered in multiple

delivery models (International Association for K-12 Online Learning, 2011).

According to Nokelainen (2006), the developer needs to consider the twelve

criteria about the development and the design of WBLRs to be effective, trouble-

free and helpful to support the learning process.

The first criteria is understandability. It means that the materials used in

the online learning should provide a well-structured description using an

understandable language. The second criteria is learner-control. The student’s

ability to control the order in which they would like to perform the activities in the

online class. The third criteria is goal-orientation. It relates to the learning utility

of the resources which is used in online class. The learning goals set by the

teacher and the curriculum. The fourth criteria is time. Online learning materials

must allow the student to learn on their own within in a short period of time, but it

is still acceptable. The fifth criteria is interactivity. It is supported through easy

and user-friendly accessibility. Then, the activities should be well-organized to

make it easier to the students. The sixth criteria is multiple representation of

information. The resources or materials must be vary in representing information

by using various multimedia elements such as text, graphics, images, sounds or

videos. The seventh criteria is motivation. The materials should contain

interesting and motivating examples or tasks to help students to learn better. The

eighth criteria is differentiation. It means that there are different characteristics of

the students to fit with the information that is received from the materials. The


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ninth criteria is flexibility. The materials should provide different levels of

difficulty and contain diverse assignments and tasks such as multiple choice,

matching, true or false and etc. The tenth criteria is autonomy. It means that the

students are able to learn or work on their online classes without being completely

dependent on their teacher. The eleventh criteria is collaboration. In online

learning, students have possibility to work together to reach a common goal. For

example the teacher can give them some cases which is related to the materials

and the students are asked to discuss it in group. A sense of how problem solving

can be carried out in collaboration. The last criteria is variation. Students are able

to use other learning resources in combination with online learning resources such

as textbooks.

a. Learning Management System

According to Lonn and Teasley (2009) Learning Management Systems are

web-based systems that enable teachers and students to share materials, to submit

and return assignments and to communicate online.Meanwhile Almrashdeh et al.

(2011) point out that an LMS is software used to plan, implement and evaluate a

specific learning process.There are some examples of LMS such as Moodle,

Edmodo, Canvas, Blackboard Inc., OLAT.

To choose the best and appropriate LMS, the teacher have to consider

several criteria. According to Konstantinidis et al. (2011) there are three most

important criteria; usability (ease to use), reliability (consistent), and support.

Because there are a lot of LMS available,3waynet Inc (2004) ; Wyles & Udas

(2004) as cited inKonstantinidis et al. (2011)suggest to add several criteria. These


14

criteria include fitness for purpose, architecture,user-friendliness,

interoperability,ease of system integration, standards compliance,cost of

ownership, costs of developmentand support, ease of maintenance, strength

ofcommunity, number and quality of installations,standards compliancy,

reliability, effectiveness,hardware and software considerations.

b. Canvas

According to Anshari & Alas (2015) Canvas Instructure is a Web/Apps

based technology used to plan, implement, and assess a specific learning process.

Canvas is the LMS the 21st century, adaptable, reliable, customizable, easy to use,

mobile that helps teachers and administrators to reduce the number of hours in

their classes and their institutions.Moreover, Canvas provides the teacher or

instructor to create and deliver content, monitor student participation, share

multimedia and assess student performance. It also supports the teacher to upload

media contents such as videos, audios, texts and animations. In using Canvas, the

students are registered in the online course and given the access to course

materials such as the learning materials, quizzes, assignments and many other

activities. There are various types of question which can be used in Canvas

platform.

Figure 2.1 Types of Question in Canvas


15

3. Material Development

a. Material

Material is anything which is used by teachers and learners to facilitate the

process of learning a language (Tomlinson, 2011:2). Tomlinson (2012) described

some important elements in learning a language.

Informative (informing the learner about the target language), instructional

(guiding the learner in practicing the language), experiential (providing the

learner with experience of the language in use), eliciting (encouraging the

learner to use the language) and exploratory (helping the learner to make

discoveries about the language) (p. 143).

b. Materials Development

Materials development refer to all the processes made use of by

practitioners who produce and use materials for language learning, including

materials evaluation, their adaptation, design, production, exploitation and

research (Tomlinson, 2012, p.143-4).

c. Principles of Second Language Acquisition Relevant to the Development

of Materials for the Teaching of Languages

According to Tomlinson (2011), there are fourteenth principles to be

understood when developing materials. The first principle is materials should

achieve impact. Attractive materials can lead student’s curiosity and interest to the

activities in class. When materials have effect on students, it means that impact is

achieved.

The next principle is materials should help learners to feel at ease. Helping

the students to feel at ease is not only teachers’ task but the materials also take

account into it, for example the materials with texts or illustrations. The students


16

are more feeling at ease with that materials because they can relate the materials

to their own culture. So, it is easier for them to find the meaning of the texts.

The next principle is materials should help learners to develop confidence.

Teacher can help the students to develop their confidence by pushing them in the

activities which is slightly beyond their existing proficiency. The activities which

are stimulating and problematic can help students to be more imaginative and

creative.

The next principle is that what is being taught should be perceived by

learners as relevant and useful. The points of learning are relevant and useful

when the teacher can relate the materials with students’ interests and students can

practice the tasks or later they might practice in the target language. The fifth

principle is materials should require and facilitate learner self-investment. Involve

the students in mini-projects is one of the example in facilitating student self-

investment. By giving them responsibility to finish their tasks, it means that they

have room for making decisions and for upgrading their sense of authority.

The next principle is that the learners must be ready to acquire the points

being taught. In order to acquire the points which is taught by the teacher, students

must be ready in class. Readiness can be achieved by materials which uses

variation features that is not taught previously. It can also be achieved by

materials which get students to focus attention on the target language.

The next principle is materials should expose the learners to language in

authentic use. Ideally, materials at all level should provide frequent exposure to

authentic input which is rich and varied. For example the students can expose the


17

authentic input in the activities such as doing a project in community, listening to

the radio and etc. Then, to facilitate acquisition, the input must be

comprehensible.

The next principle is that the learners’ attention should be drawn to

linguistic features of the input. Help the students to pay attention to linguistics

features can help them to acquire some of those features. However, the students

have to become more aware about a gap between a particular feature of their

interlanguage and the equivalent feature in the target language.

The next principle is materials should provide the learners with

opportunities to use the target language to achieve communicative purposes. In

teaching the materials, teacher should provide the students with the opportunities

to practice such as interaction using the target language, in order to help the

students to achieve communicative purpose. Interaction can be achieved through

information or opinion gap activities (e.g. finding out what food people would like

to eat for their breakfast), post-listening and post-reading (e.g. deciding what

television programs to watch, reviewing a book, film or song).

The next principle is materials should take into account that the positive

effects of instruction are usually delayed. To acquire the target language, student

needs a gradual rather than instantaneous process. So, teacher cannot expect

students to learn new feature and use it effectively in the same lesson or time.

Therefore, the materials should recycle instruction, provide frequent and ample

exposure to the instructed language features.


18

The next principle is materials should take into account that learners differ

in learning styles. Different students have different style of learning. That is why

teacher should be attentive to the materials which is given to students. Also, the

activities in the class must be vary and cater for all learning styles. Kinds of

learning style which need to be catered in the learning process such as Visual (See

the language written down), Auditory (hear the language), Kinesthetic (do

something physical) and etc.

The next principle is materials should take into account that learners differ

in affective attitudes. The use of same materials in the classroom do not mean that

the student’s understanding is in the same level. Their attitudes and motivation is

determined their performance in the class. Their attitudes about the language, their

teacher, their fellow students and their learning materials. One thing that is

important to teacher who developed the learning materials is “to diversify the

language instruction as much as possible based upon the variety of cognitive

styles” (Larsen-Freeman and Long, 1991).

The next principle is materials should maximize learning potential by

encouraging intellectual, aesthetic and emotional involvement which stimulates

both right- and left-brain activities. To maximize the learning potential, the

materials and the tasks which are given to the students must not banal or trivial. It

means that the materials are not too simple and too easily to achieved by the

students without using their previous experience. The last principle is materials

should provide opportunities for outcome feedback. Language can become a

powerful and informative source of information about language use if the


19

language that the learner produces is evaluated in relation to the purpose for

which it is used.

B. Theoretical Framework

In chapter one, the research question has been formulated. To answer those

two questions, the researcher has to apply the concept of R&D which is developed

by Borg and Gall (1983). These concept is going to be used as the guidelines in

developing the products. It is also supported by the theory of principles of second

language acquisition relevant to the devlopment of materials for teacching of

language from Tomlinson (2011).

The researcher is used the theory of applying principles of learning to

reading from Sheperd (1978) in order to make the materials well-sequenced. The

first section of the materials is called Warming Up. In Warming Up section, the

students have to answer simple quiz and to read a text. This section is adapted the

third principle that the background experience and knowledge of the students is

necessary for learning. After that, the students are able to continue to the next

section which is Understanding the Text. In this section, the students get

information about definition of text and the generic structure. It relates with the

second principle that the students get the meaning and understand to the

information. Next section is Mastering the Text. In this section, the students are

going to read a new text and answer the questions. The principles that support this

section are first, fourth and seventh where the students need to practice, have

motivation in learning and be active. The last section is Summarizing. This

section is used to summarize the learning process. It relates with the tenth


20

principle that learning is more effective if the learner knows the reason for what

he is learning.

To minimize the trouble, the researcher must consider twelve criteria of

developing and designing the web-based learning platform by Nokelainen (2006).

Those twelve criteria are Understandability, Learner-Control, Goal-Orientation,

Time, Interactivity, Multiple Representation of Information, Motivation,

Differentiation, Flexibility, Autonomy, Collaboration and Variation.


21

CHAPTER III

RESEARCH METHODOLOGY

The researcher would like to present the research methodology which

consists of five sections. They are research method, research setting, research

participants, instruments and data gathering technique and data analysis

technique.

A. Research Method

The researcher used the model from Borg & Gall (1983) which is called R

& D or Research and Development.

Educational research and development (R & D) is a process used to

develop and validate educational products. The steps of this process are usually

referred to as the R & D cycle , which consists of studying research findings

pertinent to the product to be developed, developing the product based on the

finding, field testing it in the setting where it will be used eventually, and revising

it to correct the deficiencies found in the field testing stage. In indicate that

product meets its behaviorally defined objectives (p. 772).

According to Borg and Gall (1983), there are ten steps in developing the

products. They are conducting need analysis, planning, developing preliminary

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

field testing, revising operational product, operational field testing, revising final

product and implementing. Furthermore, the researcher decided to simplify the

steps and chose only five steps out of ten because the researcher considered the

time effectiveness and cost. Those five steps are conducting need analysis,

planning the design, developing the design, field testing and revising the product.


22

1. Conducting Need Analysis

In this step, the researcher identified the needs of the eighth grade students

of SMP Maria Assumpta Klaten by interviewing their English teacher. The

purpose of interview was to find the students’ difficulties in learning the English

materials especially in reading materials. The interview could also help the

researcher to determine the materials and assignments which were appropriate for

the students in the learning process. The researcher conducted the interview only

for the English teacher. The researcher thought that it was enough to see the

students’ problems or difficulties during the learning process through their

teacher.

2. Planning the Design

In this step, the researcher established the objectives for the designed

material, developed the selected topics, theme, types of questions for each activity

in the material and also the learning experiences. Moreover, the researcher also

tried to find more pictures to be added into the web to make it more interesting for

the students. Therefore, the researcher checked the materials, assignments and

another addition before it was added into the online platform. If it was not fulfill

the objectives, the researcher would revise it until it met the objectives.

3. Developing the Design

In this step, the researcher tried to find a platform that could be used in

online learning. Therefore, the researcher found a suitable platform which could

be used for online learning where the researcher could add texts, audios, videos

and pictures in this online platform. It was Canvas platform. Then, the researcher


23

adjusted the designed materials, questions, answers and the supplements such as

video and pictures into the online platform.

However, the materials in the online platform should be appropriate for the

students depending on the objectives which has been made before. Therefore, the

researcher also took account into all parts in the online platform such as the

homepage, time for doing the quizzes and also the feedbacks when the students

answered it wrong.

4. Field Testing

In this step, the researcher tested the designed materials. The researcher did

this step to get the evaluation and obtained some suggestions for the designed

materials from the participants. For the eighth grade students, the test was held in

Computer Laboratory of SMP Maria Assumpta. Then, for the two ELESP

lecturers, the test was held in the lecturers’ office.

After testing the materials, the researcher distributed the questionnaire

sheets to the participants. The questionnaire items contained their opinion about

learning English using online platform, the language use in the designed

materials, the effect after they learned English using online platform and the

designed materials in general. The questionnaire was used to collect participants’

response and comments about the designed materials. All the data from the

questionnaire were used as a reference to evaluate the designed materials.


24

5. Product Revision

In this step, the researcher analyzed the participants’ suggestions and

comments. After that, the researcher started to revise the product based on the

comments and suggestions.

B. Research Setting

The research was conducted in SMP Maria Assumpta Klaten from October

12, 2017 until November 8, 2017. In this research, the target participants were the

eighth grade students of SMP Maria Assumpta Klaten.

C. Research Participants

The researcher decided to agglomerate the participants into two different

groups. They were pre-designed participant and post-designed participants.

1. Pre-Designed Participant

The researcher wanted to develop a good and suitable materials for the

eighth grade students of SMP Maria Assumpta Klaten. Therefore, the researcher

needed to understand the needs of the students in learning English materials. In

order to understand the needs, the researcher interviewed the English teacher.

The English teacher was chosen because the researcher wanted to get the

information about the students’ problems in classroom when learning about

English. The teacher was also chosen because she was experienced in teaching

their students and she understood the characteristics of their students. Then, the

researcher wanted to analyze the result of interview to determine the materials and

the questions which were used to teach the students in the classroom.


25

2. Post-Designed Participants

This group consisted of 1 English teacher, 2 ELESP lecturers and 27

students of SMP Maria Assumpta Klaten. They were the evaluators of the

designed materials. The students evaluated the designed materials after they

practiced reading and answering the questions from the platform. While the

lecturers did the evaluation after they were invited to the platform. This group of

participants supposed to give their comments which were very important for the

researcher to revise the designed materials.

D. Instruments and Data Gathering Technique

The researcher decided to use two kinds of instruments which were

interview and questionnaire. Those two instruments were used to get the data

which related to the research.

1. Interview

The first instrument was interview. Interview was used to find the students’

difficulties in learning English. Moreover, the researcher wanted to know their

needs in learning English materials. According to Gubrium and Holstein (2001),

“Interview is part and parcel of our society and culture. It is not just a way of

obtaining information about who and what we are; it is now an integral,

constitutive feature of our everyday lives” (p. 11).

Therefore, the researcher decided to interview the English teacher only.

Before doing the interview, the researcher made an appointment with the teacher.

After that, the researcher interviewed the teacher in teacher’s office. The interview

was held on Tuesday October 12, 2017 from 10.00 a.m. until 10.30 a.m.


26

2. Questionnaire

The second instrument was questionnaire. For this instrument, the

researcher decided to distribute it to 27 students, 2 lecturers and 1 English teacher.

The questionnaire items contained their opinion about learning English using

online platform, the language use in the designed materials, the effect after they

learned English using online platform.

However, there were two kinds of questions in the questionnaire which

were close-ended questions and open-ended questions. The close-ended questions

were used to know the participants’ comments about the designed materials.

Moreover, the close-ended questions were used to know whether the designed

materials were used by the participants as the researcher expectation or not.

E. Data Analysis Technique

This part discussed about the technique which was used to analyze the data

from the participants. Therefore, the researcher explained the data from the pre

designed participant and post designed participants one by one.

1. Pre-Designed Participant Data Analysis Technique

The researcher collected the data from the pre-designed participant by

interviewing English teacher. The researcher analyzed the data from the interview

by writing the result in a form of description. After the researcher got the result,

the researcher made it as reference to adjust the materials and the questions which

were tested to the students in the learning process.


27

2. Post-Designed Participants Data Analysis Technique

In this part, the researcher analyzed the data from the response of

participants through questionnaire. The questionnaire used two types of questions

which were close-ended and open-ended questions. To make the analysis easier,

the researcher decided to divide the post-designed participants into two groups.

They were the students and the lecturers & English teacher.

a. The Students

To analyze the data from the students, the researcher needed to see the

students’ response of each statements. The researcher used percentage to measure

the students’ response toward the close-ended questions related to the designed

materials and the learning activities. The formulation to find the percentage

presented below.

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 =𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑛𝑠𝑤𝑒𝑟𝑠

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑛𝑠𝑤𝑒𝑟𝑠 × 100%

After obtaining the percentage of each statement, the researcher explained

the percentage in a form of description. For the open-ended questions, the

researcher sorted the students’ comments and suggestions. Then, the researcher

chose some comments and suggestions which were used as reference to revise the

designed materials.

b. The Lecturers & English Teacher

To analyze the data from the lecturers and English teacher, the researcher

had to see the result of the participants’ responses of each statement. Every

statement had five degrees of agreements. They (1) strongly disagreed with the


28

statement, (2) disagreed with the statement, (3) did not decide with the statement,

(4) agreed with the statement and (5) strongly agreed with the statement.

For close-ended questions, the researcher decided to agglomerate the result

based on their response. To make it clear, the researcher presented the table

below.

Table 3.1 Form to Collect the Data of Close-Ended Questions

No Statement

Numbers and Percentage

1 2 3 4 5

1.

Furthermore, to analyze the data gathered from open-ended questions, the

researcher decided to write the result in a form of description. The result from this

group of participants were used also as a guideline to revise and improve the

designed materials.


29

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

The key point of this chapter is to answer the research problems which are

stated in Chapter 1. Therefore, it is divided into two parts. The first part explains

the process of designing the online platform, and the second part presents the

designed online materials.

A. The Development of the Online Reading Materials

This part answers the first research problem: How is reading English

materials using Canvas platform for 8th Grade Students of SMP Maria Assumpta

designed? As it has been mentioned in chapter 3, the researcher adapted the model

form Borg & Gall to develop the online reading materials. There were 5 steps

used in developing the online reading materials which were conducting need

analysis, planning the design, developing the design, field testing and product

revision.

1. Conducting Need Analysis

In this step, the researcher collected the information about students’ needs

in learning English by interviewing English teacher. The teacher said that the first

thing to think about was the students’ eagerness to learn English itself. She said

that there were only some students who actively participated in the learning

process in the classroom. The teacher did not really sure what was happened to

them because it often happened when the learning process started.


30

The teacher also suggested that the materials should contain a practice to

improve their vocabulary. However, the practice was not about translating the

words only, but they also needed to know how to use the words in a sentence.

This kind of practice could develop students’ knowledge even better.

The teacher also stated that the students needed various example outside

the book that they already had. The example should be familiar with their real life.

So, it would help them in accepting the information and solving the problem in

the next activities.

For the topic, the teacher suggested to talk about one of text types. Then,

the teacher said that it was better to review about descriptive text because it was

used as one of materials in the midterm test. So, the students needed to understand

about it deeper before they face the test.

Last but not least, the teacher explained that she actually wanted to try

using online platform to teach her students. She thought that it could be more

interesting for the students because they could study anywhere and anytime

without any boundaries. Moreover, it could also be more helpful for the teacher in

delivering the materials.

2. Planning the Design

In this step, the researcher decided to make an objective for the designed

material, select topic, theme, questions for each activity and learning experiences.

The objective of the designed material was at the end of the learning process, the

students are able to review and recognize the descriptive text. It meant that the

students were expected to understand the meaning and the generic structure of the


31

text. However, the designed material was prepared only for one meeting. The

duration for one meeting was 2 x 40 minutes. So, the researcher needed to pay

attention on the time.

After having decided the objective and realized the time allocation, the

researcher selected the theme and activities for learning. The first thing that was

essential that the researcher could look back on the result of interview with

English teacher. Therefore, descriptive text was chosen as a topic and for the

theme, so that the researcher decided to choose about describing a place.

For the activities, the researcher decided to make various example of

questions. They were fill in the blanks, matching and essay. The students could

practice on their own to answer those various questions based on the text.

Through those activities, the students could also measure their knowledge before

they face the mid-term test.

Then, the learning experience was adapted from 2013 curriculum. Actually

it was little bit different with 2006 curriculum or KTSP(Kurikulum Tingkat

Satuan Pendidikan). In 2013 curriculum, the main activities were divided into five

parts which were stimulation, problem statement, data collection, data processing

and verification.The complete lesson plan can be seen in appendix 6.

3. Developing the Design

In this step, the researcher decided the online platform which were used as

the medium to teach English. There were a lot of platform which could be found

while surfing using the internet. After the researcher tested several platform in few

weeks, the final choice was given to canvas platform. In Canvas, there were a lot


32

of features but the researcher only used some features like assignments, pages,

quizzes and modules. The complete features can be seen below.

Figure 4.1 Features in Canvas

Canvas platform was chosen because of its easy-and-friendly features. In

this site, the researcher could put in any materials, pictures, audios and also videos

which were used as the supporting elements in the learning process. Therefore, in

giving the tasks, there were various types of question which could be used as a

practice to explore the students’ understanding about the materials. The types of

question were multiple choice, matching, True or False and Essay.

However, after choosing canvas platform, the researcher needed to adjust

the materials. It meant that the adjustments related with the font size and pictures

size. The font size for every title and the content of text was different. For the

title, the font size was always bigger than the content. Then, the pictures size were

adjusted with the text in the materials.


33

4. Field Testing

After finishing the platform, the researcher tested the materials to the

lecturers in the lecturers’ office. Then, for the students and English teacher in

SMP Maria Assumpta Klaten, the test took place in Computer Laboratory. This

place were chosen because the learning process needed computer to test the

materials.

In the laboratory, the researcher explained about descriptive text. The

explanation involved the meaning, the generic structure and language features of

descriptive text. Moreover, they also experienced completing the questions in

every part of the materials. After they finished learning about the materials, the

researcher distributed the questionnaire to collect their response about the online

reading materials. To make the analysis easier, the participants were divided into

two groups; the students, the lecturers and English teacher.

a. The Students

For the students, the questionnaire consisted of 10 multiple-choice

questions and 3 open-ended questions. From the multiple-choice question, it was

revealed that more than half of the students (66,67%) felt the learning process in

the past was indifferent and only 25,92% stated that the learning process in the

past was interesting. Regarding to their eagerness in learning English outside the

class, 48,14% stated that they read everything which related to English materials

or articles less than 1 hour and 7,40% stated that they read it around 3 hours.

Then, if the students compared the conventional method with the online method,

70,37% students would agree that the online method was easier to be understood.


34

That statement were supported with 51,85% students who said that the online

materials were easier. However, there were 7,40% students who said the online

materials were difficult to be understood.

Then, 55,55% students felt more motivated after they learned by using the

online materials and only 3,70% student who was not motivated afterwards.

Therefore, 66,67% students stated that they became more active and more

engaged in the learning process. The students could explore the materials by

themselves and the teacher-role was to monitor the students. By using the online

method, 55,55% students agreed that they could get more practice related to the

reading materials. In doing the practice, they had to read the instruction first in

order to know what should be done. 55,55% students stated that the instruction

was clear but 3,70% student agreed that the instruction was difficult to

understand. While starting to learn the materials, 44,44% students stated that they

could understand the language use easily but 14,81% students agreed that the

language use in the materials were difficult to be understood.

Last but not least, the students could also prepare before they faced the

mid-term test. By learning through the online materials, 51,85% students felt that

they became more confident to face similar questions about descriptive text.

Meanwhile, 33,33% students felt nothing to face similar issue. (See appendix 4 to

the complete table.)

From open ended-questions, the first question was about the use of online

platform in learning reading. Most of the students stated that it was simpler and

easier for them to understand. When they had to finish the quizzes or assignments,


35

they did not need to write a lot. Meanwhile, one student stated that she was

confused in dealing with the use of the online platform but this method could help

her in giving another variation in learning English.

The second question asked about the influence of learning using online

platform for students. One student stated that learning through online platform

could motivate and facilitate them in understanding English better. One student

stated that it could improve her self-esteem because she had to face the texts,

quizzes and assignments by herself and there was no time to chat with other

students. However, one student stated that she was confused after reading the

materials. She thought that the words were too exorbitant and too difficult to be

understood.

The third question asked the students’ opinions about classification of the

materials which were separated into 4 parts that were warming up, understanding

the text, mastering the text and summarizing. One student stated that the

classification made the learning process easier because he learned from one level

to the next level of the materials. Then, another student stated that this kind of

learning process was effective. He thought that the school needed to start applying

the online method in learning, so, the students could actively participate in class

room.

b. The Lecturers and English Teacher

For the lecturers and English teacher, the questionnaire contained 5

statements and 5 open-ended questions which related to the online reading

materials. From the first statement, 2 participants agreed that the language use in


36

the material was easy to understand. However, one participant was undecided to

the command to work in the tasks. Then, all participants agreed that the use of

online platform could encourage and motivate students to learn independently

because they could practice on their own anytime and anywhere.

Table 4.1 Participants’ Response of Close-Ended Questions

No Statements Number and Percentage

1 2 3 4 5

1 The language used in the material

is easy to understand. 1

33,3%

2

66,7%

2 The command to work on the

tasks is clear. 1

33,3%

2

66,7%

3 The use of online platform to

study reading is encouraging the students for independent learning.

3

100%

4 The online materials and the

online tasks motivate the students for further reading.

2

66,7%

1

33,3%

5 Online learning facilitates the

students to practice more on their

own.

2

66,7% 1

33,3%

For the first open-ended question, it asked about the participants’ general

comments or opinions about the designed materials. According to them, the

designed materials were interesting and interactive, so, it could help the students

to understand the reading text. Meanwhile, the layout of the home page was too

plain. One participant suggested that the researcher had to make it more

interesting.

Then, the second question was asking about participants’ general

comments or opinions about the activities which were given in the online

platform. The activities could engage and activate the students in understanding

the materials. Moreover, the activities were varied, they had different kinds of

exercises to do after reading the text. However, one participant found that in some


37

pages there were only instructions without questions or space to type in their

answers.

Third question focused on the weaknesses of the designed materials. The

first weakness was the sequence of the menu buttons. For example it would be

smoother when the quizzes button placed after modules button. Then, the

participant also asked about its practicality when the students had to finish the

questions. Moreover, the instruction was not clear enough and there were some

grammatical mistakes.

Then, fourth question asked about their suggestions for the improvement of

the designed materials. One participant suggested giving more attractive picture to

make the students interested in studying English. Another participant suggested

that the researcher had to pay more attention about the grammar, spelling and

diction because there were some mistakes and inappropriate used. Last participant

suggested to make the flow of the designed materials better, so the students would

not feel confused to follow the materials.

Last but not least, by dismembering the materials into four parts, all

participants agreed that they were well-sequenced. The materials were also based

on the curriculum for eight grade students. However, one participant suggested

the researcher to add some space, so the students could write or type in their

answers about the lesson that they got on that day.


38

5. Product Revision

To get a better product, the researcher revised the designed materials by

noticing the participants’ comments and suggestions. Below is the list and

explanation of the revisions:

a. The researcher added more pictures in order to make the designed materials

more attractive for the students. The researcher paid more attention in the first

part of the online platform which was the home page. Then, the font and font

size were also adjusted again to make the home page more convincing for the

students.

b. The researcher revised some grammar mistakes in the designed materials.

Most of the mistakes were on the instructions whether to continue reading the

materials or work on the quizzes or assignments. Related to diction, the

researcher tried to find out another word which was more appropriate to use

in the materials.

c. The researcher fixed several errors to make the flow of the designed materials

better. The first one was about the quizzes or assignments button. Sometimes,

the participants just found out that there were only instructions without any

questions inside.

d. The researcher added some space in the end of the online materials or in the

summarizing part. At the end of the learning process, they could summarize

or write their feelings about the materials. This activity could help them to

evaluate their presence in learning the online materials.


39

B. The Design of Online Reading Materials

In this part, the writer presents the result of the online reading materials. It

is used to answer the second research problem: What does the reading English

materials using Canvas platform 8th Grade Students of SMP Maria Assumpta

look like? This part is divided into two sections. First section presents the reading

materials and the second section presents each part of the online platform.

1. The Reading Materials

The online platform provides reading materials and exercises which can

enrich the students to experience different way of learning English. The learning

topics are descriptive text, procedure text and narrative text. Then, for the

exercise, there are finding the meaning of words, completing the sentences, True

or False statements, matching words with the description, and open-ended

questions.

By referring to K.13 curriculum, the learning experience of the reading

materials is divided into three main activities. There are pre-activity, main

activities (stimulation, problem statement, data collection, data processing and

verification) and post-activity. To make it clearer, see Appendix 6 to find out the

activities which has been done in the classroom.

2. The Presentation of Online Platform

In this part, the researcher presents the presentation of online platform.

This part is also used to answer the second research problem about what the

online reading materials for eighth grade students looks like. The online reading

materials provides a lot of materials and individual practice which can assist the


40

students in learning English. There are 3 topics which can be found in the

platform, they are Descriptive Text, Procedure Text and Narrative Text. For the

practice, there are fill in the blank question, matching, True or False and also

Essay question.

The first page of this online reading materials is Homepage. In the

homepage, there are several rules that the students need to understand. To make it

clear, the researcher gives the screenshot below.

Figure 4.2 Homepage

The second part shows the modules or materials of the online reading

materials. This part provides 4 different section which are Warming Up,

Understanding the Text, Mastering the Text and Summarizing. Each part has

different function to help the students understand about the topics better.

Figure 4.3 Example of Module


41

The third part shows the quizzes in the online reading materials. The

students can find several instruction from each quiz or assignment before they

work on it. The instruction is used to help the students feel clearer about the

questions.

Figure 4.4 Example of Quiz


42

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This is the last chapter of the research. This chapter presents a brief

summary of the result toward two research problems. Moreover, this chapter also

offers some recommendations and suggestions for the English teacher and the

further researchers.

A. Conclusions

The research aimed to design online reading materials for eighth grade

students of SMP Maria Assumpta Klaten. This research focused on two questions

in research problem. The first question was how online reading materials for

eighth grade students designed is. The second question was what the online

reading materials for eighth grade students looks like.

In order to answer the first question, the researcher adapted Research and

Development method from Borg and Gall to design the product. However, the

researcher only used 5 steps from the R&D process. They were need analysis,

planning, development, field testing and product revision.

In the first step of R&D method, the researcher collected students’ needs

by interviewing the English teacher. After the researcher got the result, the

researcher went to the next step which were making the objectives, selecting

topic, theme, questions for each activity and learning experiences. The third step

was developing the design. In this step, the researcher adjusted the materials,

questions, answers, pictures and others into the online platform. Then, the next


43

step was field testing. The researcher tested the online reading materials to 27

eighth grade students, 2 lecturers and 1 English teacher. After that, the researcher

distributed questionnaire to the participant to get their comments and suggestions

for better improvement of the online reading materials. The last step was revising

the product. The researcher revised the online reading materials based on

participants’ comments and suggestions.

To answer the second question, the researcher presented the presentation of

online reading materials. The materials consisted of descriptive text, procedure

text and narrative text. Those materials were used to guide the students in facing

the final exam. For the learning experiences, the researcher divided into three

parts which were pre-activity, main activities (stimulation, problem statement,

data collection, data processing and verification) and post-activity.

In pre-activity, the researcher just began the class by checking the students’

absent and readiness to start the class. Then, there were a lot of activities in the

main activities. In stimulation, the students were going to do the “Warming Up”

section in the online reading materials. So, they would read the text and do the

exercises on this section. It used to build their knowledge before they went to the

explanation of the materials. In problem statement, the students had chance to ask

questions related to the previous text. In data collection, the students were going

to do the “Understanding the Text” section. The researcher and the students

discussed about the text that they read before. The discussion covered the generic

structure and language features of descriptive text. In data processing, the students

were asked to read the text about Raja Ampat Island in “Mastering the text”


44

section. After that, the students had to finish the exercise and to answer all of

question. In verification, the students could discuss their own answer with friends.

For post-activity, the students were asked to write their feeling at the space in

“summarizing” section.

B. Recommendations

After having finished the online reading materials, the researcher realize

the importance of upgrading the way of learning in the classroom. So, the

researcher gives some recommendations to English teacher, eighth grade students

and further researcher.

1. English Teachers

The researcher recommends English teacher to start using online platform

to teach their students. In this online learning, the teacher can provide new

experience for the students. By facing one-on-one with the computer, the role of

the teacher is just as facilitator in the learning process and they are not becoming

the main sources in each meeting in the classroom. Which means the teacher have

to provide everything in the online platform such as the materials, examples and

exercises.

By using the internet, the teacher can also direct the students to utilize it

into positive use. The teacher can show the students about several website which

provides materials. It can be in the form of audios, videos and texts. Moreover,

through designing online materials, the teacher can improve their knowledge

about utilizing some applications which are related to teaching and learning

process.


45

2. Eighth Grade Students

After experiencing the online learning process, the researcher hope that the

students have more desire to learn outside the class. They can come back to the

website anytime and anywhere. The most important thing is that the students can

adapt with the use of technology in this modern era.

Moreover, the students have to be aware of using computer and the

internet. They can choose what content is going to search and they should

eliminate unuseful content. By using the internet, the researcher also hope that the

students can explore and develop their own knowledge especially they can

improve their reading skills.

3. Further Researchers

The researcher hopes that this research can help the further researcher to

develop a better designed materials. So, the focus of the material is not only about

reading skills but also covers all skills which are listening, writing and speaking

skills. It would be even better to integrate those skills and make the materials for

more than 3 meetings.


46

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49

APPENDICES


50

Appendix 1. Research Permission Letter


51

Appendix 2. Interview Guideline for Identifying Needs

1. Hal apakah yang anda persiapkan dalam mengajar bahasa inggris?

2. Materi apa yang sangat dibutuhkan siswa kelas 8 saat belajar bahasa inggris?

3. Menurut anda, apakah dengan mempelajari contoh-contoh materi/soal dari

buku saja sudah cukup bagi para siswa?

4. Materi apa saja yang biasa menyulitkan siswa saat belajar bahasa inggris?

5. Apakah anda tertarik untuk coba menggunakan materi online dalam

pembelajaran bahasa inggris kedepannya?


52

Appendix 3. Questionnaire for Students, Lecturers and English Teacher

Questionnaire

I. Data Diri

Nama :

Umur :

II. Pertanyaan

Berilah tanda silang (x) pada jawaban yang sesuai dengan pendapat anda.

1. Menurut anda, bagaimanakah proses belajar bahasa inggris di sekolah

sebelumnya?

a. Sangat menarik

b. Menarik

c. Biasa saja

d. Tidak menarik

e. Sangat tidak menarik

2. Seberapa sering anda membaca bacaan bahasa inggris selain di sekolah?

(Dalam jam)

a. < 1 jam

b. 1 jam

c. 2 jam

d. 3 jam

e. > 3 jam

3. Jika dibandingkan dengan metode belajar yang konvensional, apakah metode

belajar online lebih mudah dipahami dalam belajar bahasa inggris?

a. Iya

b. Tidak

4. Apakah materi online yang ingin disampaikan mudah dipahami?

a. Sangat mudah dipahami

b. Mudah dipahami

c. Biasa saja

d. Sulit dipahami

e. Sangat sulit dipahami

5. Apakah anda merasa termotivasi setelah belajar materi bahasa inggris secara

online?

a. Sangat termotivasi

b. Termotivasi

c. Biasa saja

d. Tidak termotivasi

e. Sangat tidak termotivasi

6. Apakah dengan belajar secara online membuat anda lebih aktif dalam

kegiatan pembelajaran bahasa inggris di kelas?

a. Iya


53

b. Tidak

7. Apakah anda terfasilitasi untuk melakukan lebih banyak praktek dalam

pembelajaran reading?

a. Sangat terfasilitasi

b. Terfasilitasi

c. Biasa saja

d. Tidak terfasilitasi

e. Sangat tidak terfasilitasi

8. Apakah bahasa yang digunakan dalam materi mudah dimengerti?

a. Sangat mudah dimengerti

b. Mudah dimengerti

c. Biasa saja

d. Sulit dimengerti

e. Sangat sulit dimengerti

9. Apakah perintah untuk mengerjakan soal-soal latihan dibuat dengan jelas?

a. Sangat jelas

b. Jelas

c. Biasa saja

d. Tidak jelas

e. Sangat tidak jelas

10. Apakah rasa percaya diri anda meningkat setelah mempelajari materi yang

sudah diberikan untuk menghadapi soal yang serupa?

a. Sangat meningkat

b. Meningkat

c. Biasa saja

d. Tidak meningkat

e. Sangat tidak meningkat

Tuliskan jawaban anda secara singkat untuk menjawab pertanyaan-pertanyaan di

bawah ini.

11. Menurut anda, bagaimanakah pengunaan online platform dalam

pembelajaran reading?

...........................................................................................................................

...........................................................................................................................

12. Setelah membaca bacaan dan materi secara online, pengaruh apa sajakah

yang bisa anda rasakan?

...........................................................................................................................

...........................................................................................................................

13. Apakah dengan membagi materi online ke dalam 4 bagian (Warming up,

Understanding the text, Mastering the text and summarizing) membuat anda

lebih mudah untuk mempelajari materi-materi tersebut? Berikan komentar

anda!

...........................................................................................................................

...........................................................................................................................


54


55


56


57


58

Questionnaire

For English Lecturers and English Teachers

As a respondent of this research, you are expected to state your evaluation

toward the designed materials, which are enclosed with the questionnaire.

Respondent’s Identity

Name :

Educational background : S1/ S2/ S3

Teaching experiences : . . . . Years

You are expected to choose one of the options by ticking (√) the number

which indicates your degree of agreement. The categorization of the number and

the degree of agreement as follows.

1: Strongly Disagree

2: Disagree

3: Undecided

4: Agree

5: Strongly Agree

No Statement Degree of Agreement

1 2 3 4 5

1. The language used in the material

is easy to understand.

2. The command to work on the

tasks is clear.

3.

The use of online platform to

study reading is encouraging the

students for independent learning.

4.

The online materials and the

online tasks motivate the students

for further reading.

5.

Online learning facilitates the

students to practice more on their

own.


59

1. What are your general comments or opinions about the designed materials?

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

2. What are your general comments or opinions about the activities which are

given in the online platform?

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

3. What are the weaknesses of the designed materials?

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

4. What are your suggestions for the improvement of the designed materials?

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

5. What do you think about each part of the materials (Warming up,

Understanding the text, Mastering the text and summarizing)? Please give

your brief comments!

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................


60

Appendix 4. The result of Questionnaire distributed to students

Age Number and Percentage

13 15 (55,55%)

14 11 (51,85%)

15 1 (3,70%)

No Questions Options Number and

Percentage

1 Menurut anda, bagaimanakah

proses belajar bahasa inggris di

sekolah sebelumnya?

a. Sangat menarik 1 (3,70%)

b. Menarik 7 (25,92%)

c. Biasa saja 18 (66,67%)

d. Tidak Menarik 1 (3,70%)

e. Sangat tidak menarik 0 (0%)

2 Seberapa sering anda membaca

bacaan bahasa inggris selain di

sekolah? (Dalam jam)

a. < 1 jam 13 (48,14%)

b. 1 jam 6 (22,22%)

c. 2 jam 6 (22,22%)

d. 3 jam 2 (7,40%)

e. > 3 jam 0 (0%)

3 Jika dibandingkan dengan

metode belajar yang

konvensional, apakah metode

belajar online lebih mudah

dipahami dalam belajar bahasa

inggris?

a. Iya 19 (70,37%)

b. Tidak 8 (29,62%)

4

Apakah materi online yang ingin

disampaikan mudah dipahami?

a. Sangat mudah

dipahami

3 (11,11%)

b. Mudah dipahami 14 (51,85%)


d. Sulit dipahami 2 (7,40%)

e. Sangat sulit dipahami 0 (0%)


61

5 Apakah anda merasa termotivasi

setelah belajar materi bahasa

inggris secara online?

a. Sangat termotivasi 2 (7,40%)

b. Termotivasi 15 (55,55%)


d. Tidak termotivasi 1 (3,70%)

e. Sangat tidak

termotivasi

0 (0%)

6 Apakah dengan belajar secara

online membuat anda lebih aktif

dalam kegiatan pembelajaran

bahasa inggris di kelas?

a. Iya 18 (66,67%)

b. Tidak 9 (33,33%)

7 Apakah anda terfasilitasi untuk

melakukan lebih banyak praktek

dalam pembelajaran reading?

a. Sangat terfasilitasi 8 (29,62%)

b. Terfasilitasi 15 (55,55%)


d. Tidak terfasilitasi 0 (0%)

e. Sangat tidak

terfasilitasi

0 (0%)

8 Apakah bahasa yang digunakan

dalam materi mudah dimengerti?

a. Sangat mudah

dimengerti

3 (11,11%)

b. Mudah dimengerti 12 (44,44%)

c. Basa saja 8 (29,62%)

d. Sulit dimengerti 4 (14,81%)

e. Sangat sulit

dimengerti

0 (0%)

9

Apakah perintah untuk

mengerjakan soal-soal latihan

dibuat dengan jelas?

a. Sangat jelas 7 (25,92%)

b. Jelas 15 (55,55%)


d. Tidak jelas 1 (3,70%)

e. Sangat tidak jelas 0 (0%)


62

10 Apakah rasa percaya diri anda

meningkat setelah mempelajari

materi yang sudah diberikan

untuk menghadapi soal yang

serupa?

a. Sangat meningkat 3 (11,11%)

b. Meningkat 14 (51,85%)


d. Tidak meningkat 1 (3,70%)

e. Sangat tidak

meningkat

0 (0%)


63

Appendix 5. The result of Questionnaire distributed to participants

Participant Education Teaching Experiences

1 S1 13 years

2 S2 9 years

3 S2 8 years

No Statements Number and Percentage

1 2 3 4 5

1 The language used in the

material is easy to understand.

1

33,3%

2

66,7%

2 The command to work on the

tasks is clear. 1

33,3%

2

66,7%

3 The use of online platform to

study reading is encouraging

the students for independent

learning.

3

100%

4 The online materials and the

online tasks motivate the

students for further reading.

2

66,7%

1

33,3%

5 Online learning facilitates the

students to practice more on

their own.

2

66,7%

1

33,3%

Note: The categorization of the number and the degree of agreement as follows.

1: Strongly Disagree

2: Disagree

3: Undecided

4: Agree

5: Strongly Agree


64

1. What are your general comments or opinions about the designed materials?

Participant 1:

The material is very good. It can motivate the students to try in understanding

the reading text.

Participant 2:

The design is interesting. It is interactive and it promotes independent learning.

Participant 3:

The designed materials can provide extra help for the students to learn

outside the class. The texts are interesting to read.

Interesting layout, but the homepage can be made more interesting (not too

plain).

2. What are your general comments or opinions about the activities which are

given in the online platform?

Participant 1:

It is very useful and very good. It can make the students active to understand

the material. They are active to ask question when they get the difficulty to do

the exercises.

Participant 2:

The activities can be done outside the class. The activities can engage the

students in learning.

Participant 3:

The activities are varied, so the students will not be bored because they have

different kinds of exercises to do after they finish reading.


65

In some pages, there are only instructions without the questions / space to

type in their answers.

3. What are the weaknesses of the designed materials?

Participant 1:

There should be given more attractive picture which can make the students

interesting in study English.

Participant 2:

The instruction is not clear. There are some grammatical mistakes.

Participant 3:

The sequence of the menu buttons is not smooth. (ex: put quizzes after

modules, syllabus should be put on the top menu or after the home button).

It is not practical to go back to the reading text page every time we need to

answer the questions.

4. What are your suggestions for the improvement of the designed materials?

Participant 1:

Give more attractive picture.

Participant 2:

Pay attention to your grammar and spelling.

Diction.

Participant 3:

Integrate the questions under the reading text, or set the link so that a new

window will open when we click on the questions.


66

The flow / sequence should be made better, so that it is not confusing to

follow.

5. What do you think about each part of the materials (Warming up,

Understanding the text, Mastering the text and Summarizing)? Please give your

brief comments!

Participant 1:

The materials are very useful for the students because they are based on the

curriculum of eight grade material.

Participant 2:

They are well-sequenced.

Participant 3:

The sequence of the activities is already good.

For summarizing, make sure you provide some space for them to write /

type in their answers.

The layout of the activities is interesting enough, but can be made more

attractive.


67

Appendix 6. Lesson Plans

Unit 1: The Attractive Location in Indonesia

Subject : English

Grade : Junior High School Grade 8, Semester 1

Topics : Descriptive Text

Basic Competence

Understanding and applying text structure and language features to do the social

function of descriptive text by explaining and questioning about person, animal or

thing.

Indicators

Identifying the meaning of words in the text.

Identifying the generic structure of descriptive text.

Identifying the language features of descriptive text.

Matching several words to the correct meaning.

Time Allocation

2 x 40 minutes

Activities

1. Pre-activity

Teacher greets the students using English.

Teacher checks students’ attendance and readiness to follow the learning

process.

Teacher explains about the materials that they are going to learn and the

purpose of learning.

2. Main Activities

a. Stimulation

Teacher asks the students to find the meaning of 5 words into Indonesian.

Teacher asks the students whether they find the correct meaning of words

or not.

Teacher asks the students to read the text entitle “Parangtritis Beach” on

the Warming Up section.

b. Problem statement

Teacher asks the students whether they have questions related to the

previous text or not.

c. Data collection

Teacher invite the students to read Understanding the Text section.

Teacher asks the students to work on True/False questions.


68

d. Data processing

Teacher asks the students to read the text entitle “Raja Ampat Island” on

the Mastering the Text section.

Teacher asks the students to work on the tasks which related to the

previous text.

e. Verification

Teacher asks the students to discuss the answer to their friend.

Teacher asks the students to read their answer louder.

3. Post-activity

Teacher leads the students to make summary from the activities which has

been done.

Teacher asks the students to convey their feelings by writing in a box on the

Summarizing section.

Teacher gives information about the activities or materials for the next

meeting.

References

http://www.indonesia-tourism.com/yogyakarta/parangtritis-beach.html

http://www.indonesia-tourism.com/west-papua/raja-ampat/



69

Unit 2: Delicious Taste of Foods

Subject : English


Topics : Procedure Text

Basic Competence

Applying the text structure and language elements for doing the social function

of procedure text for asking and explaining based on the using context.

Arranging the simple and short procedure text orally and writtenly with

noticing the text structure and language elements correctly based on the using

context.

Indicators

Identifying the definition, purpose, generic structure and language features of

procedure text.

Arranging the simple procedure text writtenly with noticing the text structure

and language elements correctly and contextually.

Time Allocation

2 x 40 minutes

Activities

1. Pre-activity



process.



2. Main activities

a. Stimulation

Teacher asks the students to watch the video about how to make easy

fried rice.

Teacher asks the students to work on the assignment “How to make easy

fried rice” to complete the recipe.



previous activity or not.

c. Data collection


Teacher asks the students to discuss with their friend whether they face

difficulty or not.


70

d. Data processing

Teacher asks the students to read the text about how to make pancake

mix on the Mastering the Text section.

Teacher asks the students to work on the Individual assignment which

related to the previous text.

e. Verification

Teacher divide the students into several group.

Teacher asks the group to make their own recipe.

Teacher asks the group to share their innovation of recipe.

3. Post-activity


been done.



Teacher gives information about the activities or materials for the next

meeting.

References

https://www.youtube.com/watch?v=bTcspUrMIak

http://www.taste.com.au/recipes/sushi-rice/8615ddad-b485-49b8-

baaf236ca21bcc3a

http://www.geniuskitchen.com/recipe/basic-pancake-mix48635?photo=32607


http://www.geniuskitchen.com/recipe/basic-pancake-mix48635?photo=32607

71

Unit 3: Your Favorite Story

Subject : English


Topics : Narrative Text

Basic Competence

Analyzing social function, text structure, and language feature in narrative text

in the form of myth and folktale in accordance with the context it used.

Grasping the meaning of written narrative text in the form of simple myth and

folktale by paying attention to social function, text structure and language

feature which is appropriate with the context.

Indicators

Identifying the definition, purpose, generic structure and language features of

narrative text.

Catching the moral value of each story by using their own words.

Time Allocation

2 x 40 minutes

Activities

4. Pre-activity



process.



5. Main activities

a. Stimulation

Teacher asks the students to read the first text entitle “King Midas”

Teacher asks the students to work on the assignment and discuss with

their friend.



previous activity or not.

c. Data collection


Teacher asks the students to discuss with their friend whether they face

difficulty or not.

d. Data processing

Teacher asks the students to read the text entitle “Jack and the Beanstalk”

on the Mastering the Text section.


72

Teacher asks the students to work on the assignments which related to

the previous text.

e. Verification

Teacher asks the students to discuss the answer to their friend.

Teacher asks the students to read their answer louder.

6. Post-activity


been done.



References

http://www.storyarts.org/library/nutshell/stories/golden.html

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-

jack-and-the-beanstalk-transcript-final-2012-09-21.pdf

https://images.agoramedia.com/EHBlogImages/trevisgleason/2016/09/Explaini

ng-MS-When-Others-Cant-or-Wont-Understand-1440x810.jpg



https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-jack-and-the-beanstalk-transcript-final-2012-09-21.pdf

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-jack-and-the-beanstalk-transcript-final-2012-09-21.pdf

https://images.agoramedia.com/EHBlogImages/trevisgleason/2016/09/Explaining-MS-When-Others-Cant-or-Wont-Understand-1440x810.jpg

https://images.agoramedia.com/EHBlogImages/trevisgleason/2016/09/Explaining-MS-When-Others-Cant-or-Wont-Understand-1440x810.jpg

73

Appendix 7. Materials


Before you read the text below, please go to the Quizzes first and work on "Quickie

Quiz". It's very important to build your understanding about the text.

Parangtritis Beach

One of the attractive beaches near Yogyakarta is Parangtritis. It is located

about 27 km from Yogyakarta. Parangtritis may be reached in two ways, through

Kretek Village or the longer one but more well-established road through Imogiri

and Siluk Village.

Parangtritis Beach is a lovely

beach with many impressing

phenomena, naturally and supra

naturally. The waves regularly bring

in new wood and bamboo, washing

ashore from another nearby beach

probably. Some wood is picked and

taken away by locals to be used for their own house. Parangtritis is an enchanting

sloping beach combined with rocky hills, dunes, and a white sandy beach. Besides

being famous as a recreational spot. Parangtritis is also a sacred place. Many

people come to the beach to do meditation. Up to now, this area is remaining

functioned as the place to perform the traditional ceremony called labuhan. Many

hotels and restaurants are available for sunbathe lovers.

It is said that the name of Parangtritis expresses a natural phenomenon.

From the wall of one of the hills drops off water containing calcium continuously

dripped down and finally formed a pool with very clear water in it. Sri Sultan

Hamengku Buwono Vll found and took care of it. The pool is now used as the

bathing pool of Parangtritis swimming pool. Meanwhile, the sunset at any point of

Parangtritis beach brings a touch of wonderful and amazing as well. The magical

atmosphere of the rough waves appears to as all hearts into disposing of all

bustles and lead into deep musing. Source : http://www.indonesia-tourism.com/yogyakarta/parangtritis-beach.html

Warming Up



74

Descriptive text is a text which says, informs or describes about person,

places or things. Its purposes are to describe and to reveal a particular person,

place or thing. The generic structure of Descriptive Texts consists of:

1. Identification: Introduces who, where or what is being described.

2. Description: Describes the characteristics, parts and qualities of the

subject.

The text in warming up activity is one of the examples of descriptive texts.

Now, let us try to identify the generic structure of the text.

Parangtritis Beach Title

One of the attractive beaches near Yogyakarta is

Parangtritis. It is located about 27 km from Yogyakarta.

Parangtritis may be reached in two ways, through Kretek

Village or the longer one but more well-established road

through Imogiri and Siluk Village.

Identification

Parangtritis Beach is a lovely beach with many

impressing phenomena, naturally and supra naturally. The

waves regularly bring in new wood and bamboo, washing

ashore from another nearby beach probably. Some wood is

picked and taken away by locals to be used for their own

house. Parangtritis is an enchanting sloping beach combined

with rocky hills, dunes, and a white sandy beach. Besides

being famous as a recreational spot. Parangtritis is also a

sacred place. Many people come to the beach to do

meditation. Up to now, this area is remaining functioned as

the place to perform the traditional ceremony called labuhan.

Many hotels and restaurants are available for sunbathe lovers.

It is said that the name of Parangtritis expresses a

natural phenomenon. From the wall of one of the hills drops

off water containing calcium continuously dripped down and

finally formed a pool with very clear water in it. Sri Sultan

Hamengku Buwono Vll found and took care of it. The pool is

now used as the bathing pool of Parangtritis swimming pool.

Meanwhile, the sunset at any point of Parangtritis beach

brings a touch of wonderful and amazing as well. The magical

atmosphere of the rough waves appears to as all hearts into

disposing of all bustles and lead into deep musing.

Description

Understanding The Text


75

Language Features of Descriptive Text:

1. Focusing on one specific object.

2. Using simple present tense.

Example:

One of the attractive beaches near Yogyakarta is Parangtritis.

Meanwhile, the sunset at any point of Parangtritis beach brings a touch of

wonderful and amazing as well.

3. Using adjectives. Example: Amazing, calm, fresh, smart.

Warning!!!

Now, you are allowed to work on True/False questions. After you finished, you

need to read the second text about Raja Ampat Island Below.

Parangtritis Beach is only one example of thousands amazing natural

beauties that Indonesia has. In the eastern of Indonesia, there is Raja Ampat Island

which has its own natural beauty.

Raja Ampat Island

The Raja Ampat Island in Irian is group spreads out over a huge area and

consists of over 610 islands.

The four largest islands are

Waigeo, Batanta, Salawati

and Misool. The area's reefs

are covered in a diverse

selection of both hard and soft

corals. Most of the areas reefs

are pristine, with mile after

mile of perfect hard corals,

drift after drift of soft corals

of many species and colors

ranging from brilliant red, to

shocking yellow pretty pink

and exotic purple. Most reef dives are very colorful. The tourist would be able to

experience the best dives sites within those islands, which include Cape Kri,

Mastering The Text


76

Mellisa's Garden, Sardines Reef, The Passage, Nudibranch Rock, Wai Island

Night Dive.

Raja Ampat is the western island of Papua Island. The name of Raja

Ampat based on the legend. This area had begun with 6 eggs that found by King

Waikew in Waigeo Island. But from the 6 eggs, just 5 eggs had crack. The last

was become an egg stone till now on. From the fifth eggs that had cracked, the 4

eggs was become men who become King of four big islands that is Waigeo,

Batanta, Salawati and Misool. While the one egg became a woman, had wash

away and stranded in Biak Island. That woman was born a child named Gura Besi

that known as the historical man of Raja Ampat, because of his heroic story.

The regency that formed based on the constitution number 26 in 2002, is

the development of Sorong regency on 12 April 2003. This area has 46.000 km2.

But, 85% of this area is archipelago area. There are 610 islands in this area. But

most of them have no social life. This regency has 10 districts and 85 villages

with about 48.707 men. Geographically, this area has strategic location. Its

boundaries is: North side: Pacific Ocean, West Side: North Maluku, South side:

Maluku Sea and East Side: Sorong Regency.

For the fauna sector, Raja Ampat has rarely fauna, such as; red birds of

paradise (Paradise Rubra), Wilson birds of paradise (Cicinnurs Republica), Maleo

Waigeo (Spilocuscus Papuensis), and rainbow fishes. Hence, for the flora, Raja

Ampat has many kinds of Orchids, Waigeo palm, ironwoods or black woods,

'keruing', 'ulin' woods, etc.

Because of its various nature profit, Raja Ampat will declared by

Maritime Ministry Freddy Numberi as ancient regency, based on its location that

not only rich of fishes, but also its sea herb and the pearl. Source: http://www.indonesia-tourism.com/west-papua/raja_ampat.html

Have you finished? If you have finished reading the text, go to the

exercises that are already provided. Work on it and submit it later. Time is yours!


http://www.indonesia-tourism.com/west-papua/raja_ampat.html

77

Do you get the point of our process today?

Let us recall for a while . . . .

What is descriptive text?

=> Descriptive text is a text which says, informs or describes about person,

places or things.

What are the characteristics of descriptive text?

=> focuses on one specific object.

=> uses present tense.

=> uses adjectives.

Now, please write everything which comes to your mind related to our

learning process today. Feel free to convey your feelings here!

Summarizing


78


Hello all! How’s life? Have you ever cooked some food on your own while

you’re home? I believe that some of you have experienced to make foods on your

own especially fried rice. Fried rice is one of famous and favorite foods in

Indonesia. It’s easy to make delicious fried rice. So, watch the video and learn

how to make one!

According to the video, Please complete the recipe. Firstly, write down the

ingredients and equipments which are needed to make easy fried rice. Then,

arrange the steps into a sequence recipe.

1. Definition

Procedure Text is a text that is designed to describe how something is

achieved through a sequence of actions or steps. It explains how people

perform different processes in a sequence of steps.

2. Purpose

A particular course of action intended to achieve a result or to help us to

do the task or making something. It can be set of instructions or directions.

3. Generic Structure

Goal/Aim (or title)

It is contain the purpose of the text. (e.g. : How to make spaghetti)

Materials (not required for all procedural texts)

Warming Up



79

It is contain of the materials that used in the process. (e.g. : the material to

cook omelets are egg, onion, vegetable oil, etc).

Steps (the actions that must be taken)

It is contain of the steps to make something in the goal. (e.g. : first, wash the

tomatoes, onion, second cut the onion becomes slice).

Example 1:

In the previous activity, you have watched a video about How to make easy fried

rice. The goal is to make easy fried rice. The materials are the ingredients and the

equipments. And the steps are clearly stated from number 1-8.

Example 2:

How to Make Sushi Rice The Goal: to make Sushi Rice

IngredientsThe Materials

3 cups (645g) sushi rice 2 tablespoons caster sugar

3 cups (750ml) cold water ½ cup teaspoon salt

½ cup (125ml) rice vinegar

How to Make Sushi Rice The Steps

1. Place rice in a large sieve. Rinse under cold

running water, stirring occasionally with your

hand to remove any excess starch, until water

runs clear. Drain well.

2. Place the rice and water in a large saucepan,

covered, over high heat. Bring to the boil.

Reduce heat to low and cook, covered, for 12

minutes or until water is absorbed. Remove from heat. Set aside, covered, for

10 minutes to cool slightly.

3. Combine the vinegar, sugar and salt in a small bowl. Transfer the rice to a large

glass or wooden bowl. Use a wooden paddle to break up rice lumps while

gradually adding the vinegar mixture, gently folding to combine. Continue

folding and fanning the rice for 15 minutes or until rice is cool.

Taken from: http://www.taste.com.au/recipes/sushi-rice/8615ddad-b485-49b8-baaf-236ca21bcc3a


http://www.taste.com.au/recipes/sushi-rice/8615ddad-b485-49b8-baaf-236ca21bcc3a

80

4. Language Features

Use of imperatives (e.g. : cut, mix)

Use of connectives (e.g. : First, then, finally, etc.)

Use of adverbial phrases (e.g. : for five minutes, 2 centimeters from the top)

Here is the recipe of making basic pancake mix. Actually, I don’t know where it is

originally comes from but it would be amazing to know the process of making this

one.

Ingredients:

1 ½ cups all-purpose flour

1 ¼ -1 ½ cups milk

2 tablespoons sugar

2 eggs

2 teaspoons baking powder

1 teaspoon vanilla (optional)

½ teaspoon baking soda

2 tablespoons vegetable oil

½ teaspoon salt

Steps:

1. In a bowl, mix together all the dry ingredients.

2. Make a well in the Centre and pour in the milk.

3. Start with 1¼ cups milk, adding up to another ¼ cup if necessary, as you

mix it with the flour.

4. Add the two eggs, vanilla if using and oil, whisking until mixed but still a

bit lumpy.

5. Heat a frying pan (if it is not non-stick, you will need to melt a bit of butter

or oil in it) and when hot, pour in some pancake mix.

6. How much depends on how experienced you are at flipping pancakes and

how big you want them. We do about ¼ cup a time for small, easy-to-flip

pancakes but you could make this as much as ½ cup of pancake mix.

Mastering The Text


81

7. If you are adding fruit, I like to sprinkle it on top of the pancake now.

8. When the pancake starts to bubble on top and is golden brown on the

cooked side, turn it and continue cooking until both sides are golden brown.

9. The first pancake is always a bit of a test so adjust the batter by adding more

flour if you need to make it thicker or more milk if you want a thinner

pancake. In either case, just add a few spoonful’s at a time until you get it

right.

10. Repeat the cooking process with the remaining batter. You may need to

adjust the heat as pan tends to get hotter as you keep making pancakes.

11. Keep the cooked pancakes covered with a tea towel, to keep them warm

while you finish cooking the rest.

Taken from:http://www.geniuskitchen.com/recipe/basic-pancake-mix-48635?photo=326071

After you finished reading this procedure text, Please match the pictures of

equipments and their correct names and also, answer the essay questions. Go to

Assignments and click on "Individual Assignments" to find the exercise.


http://www.geniuskitchen.com/recipe/basic-pancake-mix-48635?photo=326071

82

Procedure text tells us how to make something and what should be prepared to

make it.

There are three parts what should we keep in our mind. There are Goals/Aims,

Ingredients and Steps.

Procedure text uses imperatives, connectives and adverbial phrases.



Summarizing


83

Now, your task is to answer the questions which

related to the text. Find the question in the

assignments then click “King Midas”. You can

discuss with your friend who sits next to you.


Hello, good students. Today, we are going to discuss a new thing. First, you have to

read the text below. Take your time.

King Midas

King Midas was a very kind man who ruled his

kingdom fairly, but he was not one to think very deeply

about what he said. One day, while walking in his garden,

he saw an elderly satyr asleep in the flowers. Taking pity

on the old fellow, King Midas let him go without

punishment.

When the god Dionysus heard about it, he rewarded King Midas by

granting him one wish. The king thought for only a second and then said “I wish

for everything I touch to turn to gold." And so it was. The beautiful flowers in his

garden turned toward the sun for light, but when Midas approached and touched

them, they stood rigid and gold. The king grew hungry and thin, for each time he

tried to eat, he found that his meal had turned to gold. His lovely daughter, at his

loving touch, turned hard and fast to gold. His water, his bed, his clothes, his

friends, and eventually the whole palace were gold.

King Midas saw that soon his whole kingdom would turn to gold unless

he did something right away. He asked Dionysus to turn everything back to the

way it had been and take back his golden touch. Because the king was ashamed

and very sad, Dionysus took pity on him and granted his request. Instantly, King

Midas was poorer that he had been, but richer, he felt, in the things that really

count.

Source: http://www.storyarts.org/library/nutshell/stories/golden.html

Warming Up



84

Narrative Text is a text which tells the reader about a story in the past. The

story can be true story or imaginary story. The function of Narrative Text is to

inform and entertain the reader or to give the readers moral value through the

story. There are a lot of genre in Narrative Text, for example fable, fairy tales,

legend, folklore and myth. The generic structure of Narrative Text consists of:

1. Orientation: Introduces Who, When and Where.

2. Complication: there are rising action (beginning of the problem) and climax

(main problem).

3. Resolution: Falling action (solution).

The text in warming up activity is one of the example of Narrative Text. Let us try

to identify the generic structure of the text.

King Midas Title

King Midas was a very kind man who ruled his kingdom

fairly, but he was not one to think very deeply about what he

said. One day, while walking in his garden, he saw an

elderly satyr asleep in the flowers. Taking pity on the old

fellow, King Midas let him go without punishment.

Orientation

When the god Dionysus heard about it, he rewarded King

Midas by granting him one wish. The king thought for only

a second and then said “I wish for everything I touch to turn

to gold." And so it was. The beautiful flowers in his garden

turned toward the sun for light, but when Midas approached

and touched them, they stood rigid and gold. The king grew

hungry and thin, for each time he tried to eat, he found that

his meal had turned to gold. His lovely daughter, at his

loving touch, turned hard and fast to gold. His water, his

bed, his clothes, his friends, and eventually the whole palace

were gold.

Complication

King Midas saw that soon his whole kingdom would turn to

gold unless he did something right away. He asked Dionysus

Resolution



85

to turn everything back to the way it had been and take back

his golden touch. Because the king was ashamed and very

sad, Dionysus took pity on him and granted his request.

Instantly, King Midas was poorer that he had been, but

richer, he felt, in the things that really count.

Language features in Narrative text:

Using Action verb in past tense (saw, felt, took, thought)

Using Adverb of time (Once upon a time, one day) and Time conjunction (when,

then, suddenly)

Using Direct speech. It is to make the story lively. (King Midas said “I wish for

everything I touch to turn to gold"). The direct speech uses present tense.

Read the text and fill in the gaps with verbs in past

tenses!

Jack and The Beanstalk

Once upon a time there was a boy 1____(call)

Jack. He 2____(live) with his mother. They 3____(be)

very poor. All they had was a cow. One morning,

Jack’s mother 4____(tell) Jack to take their cow to

market and sell her. On the way, Jack 5___(meet) a

man. He 6____(give) Jack some magic beans for the

cow. Jack 7____(take) the beans and went back home.

When Jack’s mother saw the beans she was very angry. She 8_____(throw) the

beans out of the window. The next morning, Jack 9____(look) out of the window. There was a

giant beanstalk. He 10____(go) outside and 11_____(start) to climb the beanstalk.

He 12_____(climb) up to the sky through the clouds. Jack saw a beautiful castle.

He went inside. Jack 13____(hear) a voice. “Fee, Fi, Fo, Fum!” Jack 14____(run)

into a cupboard. An enormous giant came into the room and sat down. On the

table there was a hen and a golden harp. “Lay!” said the giant. The hen 15___(lay)

an egg. It was made of gold. “Sing!” said the giant. The harp 16____(begin) to

sing. Soon the giant was asleep. Jack jumped out of the cupboard. He took the hen

and the harp.

Mastering The Text


86

Suddenly, the harp 17___(sing), “Help, master!” The giant 18____(wake)

up and shouted, “Fee, Fi, Fo, Fum!” Jack ran and started climbing down the

beanstalk. The giant came down after him. Jack shouted, “Mother, help!” Jack’s

mother took an axe and 19_____(chop) down the beanstalk. The giant fell and

20______(crash) to the ground. Nobody ever saw him again. With the golden

eggs and the magic harp, Jack and his mother lived happily ever after. Source: https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-jack-and-the-beanstalk-transcript-final-2012-09-21.pdf

After you finished reading the text, Please go to Assignments and click on "Jack

and the beanstalk" to find the exercise.

Do you get the point of the material today?

Let us recall for a while . . .

What is Narrative Text?

=> Narrative Text is a text which tells the reader about a story in the past. The story

can be true story or imaginary story.

What are the characteristics of Narrative Text?

•Using Action verb in past tense

•Using Adverb of time and Time conjunction

•Using Direct speech. It is to make the story lively. The direct speech uses present

tense

Summarizing


87




88

Appendix 8. List of Assignments


Parangtritis Beach

Part A. Find the meaning of the words (In Indonesia) which italicize on the

Parangtritis Beach Text.

1. Attractive :

2. Enchanting :

3. Famous :

4. Ceremony :

5. Atmosphere:

Part B. Complete the sentences below using the words from Part A.

1. A ______ photographer took this beautiful picture.

2. The newest smartphone has many_______ features.

3. The ________ of national examination is tenser than mid-term test.

4. The flowers in the garden are very _______ for the visitor.

5. The _______ was held in honor of the guest from Indonesia.

Part C. Read the statements carefully. Decide whether it’s True or False

based on the text.

1. Parangtritis is located about 27 km from Yogyakarta. (T/F)

2. Kretek village is the only way to reach parangtritis beach. (T/F)

3. In Parangtritis beach, the visitor can be impressed by the supranatural

phenomenon. (T/F)

4. The local villagers took some woods to build their own house. (T/F)

5. Parangtritis beach combined with rocky hills, dunes and a white sandy. (T/F)

6. Many people come to the beach only for recreational needs. (T/F)

7. Labuhan is one of the traditional ceremony which still happens in Parangtritis

beach until now. (T/F)

8. Many hotels is available for sunbathe lovers. (T/F)

9. Sri Sultan Hamengku Buwono Vll found and took care of the pool. (T/F)

10. The pool formed from the drops of water which continuously dripped down.

(T/F)


89

Raja Ampat Island

Part A. Match Column A with Column B

Part B. Answer the following questions based on “Raja Ampat Island” text!

1. Identify the generic structure of the text!

Raja Ampat Island

Column A Column B

A. Huge ____ Extremely large.

B. Pristine ____ Original condition.

C. Reef ____ A ridge of jagged rock, coral, or sand just above

or below the surface of the sea.

D. Island ____ A piece of land surrounded by water.

E. Heroic ____ Having the characteristics of a hero or heroine

F. Districts ____ An area of a country or city, especially one

characterized by a particular feature or activity.

G. Boundaries ____ A line which marks the limits of an area.

H. Profit ____ Advantage / benefit.

I. Ancient ____ No longer in existence.

J. Pearl ____ Formed within the shell of a pearl oyster and

highly prized as a gem.


90

2. What experience does Raja Ampat Island offer to the tourist?

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

3. Where is the best dives sites can be found by the tourist?

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

4. How was the name of Raja Ampat Island formed?

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

5. Why does Raja Ampat Island mention as one of strategic area in Papua?

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................


91


How to Make Easy Fried Rice

Ingredients:

....................................................................................................................................

............................................................................................................................ ........

....................................................................................................................................

.......................................

Equipments:

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

.......................................

Steps

Step 1 Turn the heat on the large pan to medium.

_____ Break 3 eggs into mixing bowl and add little bit water to make it fluffier,

salt and pepper for the taste. Mix it all and then cook it to the medium

pan. If it’s cooked, then place it together with the rice.

_____ Then, turn the heat on the medium pan and add little bit of oil.

_____ Combine all ingredients and add fresh green onion as the garnish.

_____ After you have done with the egg, cook meat and vegetable in the

medium pan.

_____ Add vegetable oil and ½ cup of chopped onions.

_____ Serve in the beautiful bowl and enjoy this delicious meal with your

family.

_____ Add white rice into the pan and 1 cup of dark soy, tamari and light soy.

Mix it all until you get your desire level of seasoning.


92

Match the pictures with the names correctly.

A.

.... Bowl

B.

.... Tea Towel

C.

.... Whisk

D.

.... Pan

E.

.... Tablespoon


93

Answer the following question based on the Pancake recipe!

1. Decide the goals and the materials of the recipe!

...............................................................................................................................

...............................................................................................................................

2. What can we add to the top of the pancake?

...............................................................................................................................

...............................................................................................................................

3. What should we do if we want our pancake become thicker?

...............................................................................................................................

...............................................................................................................................

4. Why should we keep the cooked pancakes covered with tea towel?

...............................................................................................................................

...............................................................................................................................


94


King Midas

1. Who are the characters of the story?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

2. What are the characteristics of the characters in the story?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

3. Why did Dionysus reward King Midas?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

4. What did King Midas wish for when Dionysus granted him one wish?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

5. What does "the Midas touch" mean?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

6. What happened to the whole kingdom?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

7. In the end what did King Midas ask Dionysus to do?

Answer:__________________________________________________________

________________________________________________________________

________________________________________________________________

8. What is the moral value that you can learn from the story? Use your own words!

Answer:___________________________________________________________

__________________________________________________________________

__________________________________________________________________


95

Jack and The Beanstalk

Part A. Fill in the gaps with verbs in past tense

1. Call :

2. Live :

3. Be :

4. Tell :

5. Meet :

6. Give :

7. Take :

8. Throw :

9. Look :

10. Go :

11. Start :

12. Climb :

13. Hear :

14. Run :

15. Lay :

16. Begin :

17. Sing :

18. Wake :

19. Chop :

20. Crash :

Part B. Match Column A with Column B. You will be given one point for

each correct match.

Column A Column B

K. Market ____ A tool with a wooden handle and heavy metal

blade.

L. Magic ____ Sounds produced through the mouth.

M. Angry ____ A special quality or ability that

somebody/something has, that seems too wonderful

to be real.

N. Cloud ____ A space in a wall with door that reaches the

ground, used for storing things.

O. Voice ____ Say something in a loud voice.

P. Enormous ____ Business or trade.

Q. Shout ____ A grey or white mass made of very small drops

of water.

R. Axe ____ The solid surface of the earth.

S. Ground ____ Extremely large.

T. Cupboard ____ Having strong feelings about something that

you dislike very much or about an unfair situation.

Part C. Answer the following question.

1. Who are the characters of the story?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________


96

2. What are the characteristics of the characters in the story?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. What did Jack do with the cow?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. Was his mother happy when she saw the beans?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

5. What did Jack do when he saw a giant plant?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

6. What did Jack do when the giant suddenly woke up?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

7. How did he get rid of the giant?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

8. What is the moral value of the story?

Answer:________________________________________________________

_______________________________________________________________

_______________________________________________________________

Part D. Analyze the text above and complete the table below!

No Generic Structure Details

1. Orientation

2. Complication

3. Resolution


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