














































89 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 03 No. 01, March 2022, pp. 89-106 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

Developing supplementary Reading material based on the Scramble 

Method for Junior High Students 

Supiani1 

English Teacher of Mambaus Sholihin1 

supiani@gmail.com1  

Abstract 

This research is aimed to developing supplementary english reading material based on scramble method for 

first grade of junior high school. Besides, it design supplementary reading materials based on scramble 

methods. Scramble-type cooperative learning Method is a teaching model by distributing question sheets and 

answer sheets accompanied by alternative answers that are available randomly. This study uses research and 

development method which focus on seven steps; need analysis, material development, expert validation, 

revision I, try-out, revision II, and final product. The result shows that the scramble materials were helpful for 

the students in comprehending the text because they were already familiar with Indonesian culture. The 

students learned more about Indonesian culture, making them more aware of their local culture and helping 

them learn reading. 

Keywords: Reading Material, Supplementary Materials, Scramble method.  

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:supiani@gmail.com1


90 
 

I. INTRODUCTION 

English is one of the essential subjects 

learned from elementary school to university. 

There are four basic skills in English learning, 

i.e. listening, reading, speaking, and writing 

(Aziz & Dewi, 2019; Hanna & Listyowati, 

2022). For students who are learning a 

second language or foreign language, reading 

is essential in English. By reading, the 

students can improve their vocabulary, get a 

lot of information and also get the 

opportunity to learn grammar and meaning 

by deriving them from context. To improve 

their reading skills, junior high school 

students need varied reading material (Aziz, 

2018). Nowadays, students already have an 

English worksheet (LKS) to learn English at 

school. However, the materials need to be 

more adequate to be used as the reading-

learning source since the texts are not varied. 

They need additional or supplementary 

materials to assist them in learning reading 

so they can learn more materials (Hanif, 

2016).  

Teachers and textbooks make use of a 

variety of approaches, ranging from direct 

approaches focusing on specific features of 

oral interaction (e.g., turn-taking, topic 

management, and questioning strategies) 

(Aziz & Cahyani, 2022) to indirect 

approaches that create conditions for oral 

interaction through group work, task work, 

and other strategies. Therefore, to create a 

good educational process, the teacher has to 

be creative in teaching, and that will be 

created if the teacher uses some methods or 

approaches to be an active class. Not only for 

teacher problems, but also the textbook they 

use must be related to students’ needs. They 

need clear material, which means that there 

is no ambiguity material that they will get.  

In foreign language learning, reading is 

what a skilled teacher simply expects 

learners to acquire. Basic, beginning-level 

textbooks in a foreign language presuppose a 

student’s reading ability if only because it’s a 

book that is the medium. For learners of 

English, two primary hurdles must be 

cleared to become efficient readers. First, 

they need to master fundamental bottom-up 

strategies for processing separate letters, 

words, and phrases and top-down, 

conceptually driven strategies for 

comprehension. Second, as part of that top-

down approach, second language readers 

must develop appropriate content and 

formal schemata background information 

and cultural experience to carry out those 

interpretations effectively (Brown & 

Abeywickrama, 2004)). 

This study aims to design 

supplementary reading materials based on 

scramble methods. Scramble-type 

cooperative learning Method is a teaching 

model by distributing question sheets and 

answer sheets accompanied by alternative 

answers that are available randomly. 

Scramble is used for a type of children's game 

which is a development exercise and an 



91 
 

increase in insight into the vocabulary. The 

scramble method is a method in the form of a 

game of random words, sentences, or 

paragraphs. The cooperative learning 

method scramble is a method that uses 

emphasis practice questions in the form of 

games that are done in a way in groups. In 

this learning method, there is a need to work 

the same among group members to help each 

other's friends. A group can think critically, 

so it can be easier to look for problem-

solving. This game method is expected to 

spur students' interest in reading lessons and 

understanding Grammar (Brown & 

Abeywickrama, 2004). 

II. LITERATURE REVIEW 

A. Understanding of Reading 

Reading is a complex developmental 

challenge that we know to be intertwined 

with many other developmental 

accomplishments: attention, memory, 

language, and motivation, for example. 

Reading is not only a cognitive 

psycholinguistic activity but also a social 

activity (Snow et al., 1998). Reading is the 

ability to draw meaning from the printed 

page and interpret this information 

appropriately (Grabe & Stoller, 2013). It 

makes the reader get new information 

accurately and get new knowledge. In this 

research, the definition above makes the 

students understand the text's content and 

then apply it to an assessment.  

According to Nunan, reading is a fluent 

process of combining information from a text 

and background knowledge to build 

meaning (Nunan, 2003). All reading activity 

is a learning process. It occurs even when 

readers decide to review and check a grocery 

list or see what information is required to fill 

out the form. Finally, reading is a linguistic 

process. Linguistic knowledge 

(morphological, syntactical, and semantic) is 

ultimately needed when the readers read. 

The processing of linguistic information is 

central to reading comprehension (Aziz, 

2020).  Several types of reading may occur in 

a language classroom. Brown classifies the 

types of classroom reading performance into 

two major categories, namely oral and silent 

reading. 

B. Teaching Reading 

Teaching reading should be well 

prepared because it is challenging work. 

Teachers need to work hard to avoid the 

students’ boredom and make it enjoyable for 

them to read. Teaching reading is needed for 

the student if they want to get information 

from the text.   

Harmer proposes some principles in 

teaching reading which can be helpful for 

teachers:  1) Reading is not a passive skill, 2) 

Students need to be engaged with what they 

are reading, 3) Students should be 

encouraged to respond to the content of a 

reading text, not just to the language, 4) 

Prediction is a significant factor in reading, 

5) Match the task to the topic (Harmer, 



92 
 

2001). Concerning teaching reading to Junior 

High School students, the curriculum 

supports the success of the teaching and 

learning process. It can be guidance for the 

teacher in teaching reading. From the 

theories above, reading is a process between 

the readers and the texts to build 

comprehension and create meaning from 

printed and written materials. 

C. Teaching reading in Junior High 

As stated before, reading is an essential 

skill that has to be taught. Moreover, 

teaching aching has a strong relationship 

with many sources that have to be read. 

Brown defines teaching as providing help, 

instructions, guidance or knowledge in 

doing, learning or understanding something 

(Brown & Lee, 2015). Harmer states that 

English teachers should emphasize that 

reading is not a passive activity, make the 

students understand the arguments and 

predict what will happen right after they 

read, and encourage the students to respond 

not only to the language itself but also to the 

content of the texts, match the tasks to the 

topic and also exploit the texts. Those 

principles of teaching reading proposed by 

Harmer may lead English teachers to teach 

reading skills through tasks which provide 

active learning (Harmer, 2001). 

The teaching-learning process of reading 

is achieving the basic competencies. That is 

teachers' active thinking, as the five 

principles of the 2013 curriculum are 

observing, asking and gathering information, 

associating, and communicating. Five 

principles are an ability or process of 

thinking that needs to be grown and 

accustomed to students so that they are 

accustomed to thinking scientifically. One of 

the manners to get a high learning 

government is to give a syllabus as one of the 

models for teachers’ inspiration to develop as 

students need. 

D. Materials Development 

According to Tomlinson, materials 

development refers to any process done by 

writers, teachers, or learners to produce 

sources or inputs to expose the language 

used in teaching and learning (Tomlinson, 

2011). Further, Tomlinson mentions some 

examples of the sources or input that can be 

categorized as materials development, such 

as developing textbooks, telling stories, 

bringing advertisements into the classroom, 

providing samples of language use, or reading 

a poem aloud. He also explains that material 

development concentrates on two vital 

things: what should be given to the learners 

and what can be done with it to promote 

language learning (Tomlinson, 2011). In line 

with Tomlinson, material development deals 

with the selection, adaptation, and creation 

of teaching materials (Nunan, 2000). In 

short, materials development is needed since 

the available materials should be renewed or 

replaced depending on the progress or 

demand related to the subject matter. The 

materials developer then should develop 



93 
 

materials and follow some steps to design 

materials that suit the learner's needs. 

E. Supplementary material 

McGrath defines supplementary 

materials as materials taken from another 

source or any other material that is 

developed for learning purposes. They are 

developed by adding new and additional 

materials to supplement the textbooks 

(McGrath, 2004). According to Spratt et al., 

supplementary materials try to cover the 

gaps that textbooks cannot cover (Spratt et 

al., 2005). In addition, Cunningsworth states 

that the supplementary materials can be 

visual, audio, audio-visual materials, 

eLearning, or games (Cunningsworth & 

Tomlinson, 1984). Further, Brown states that 

English teachers must supplement the 

materials to motivate students to learn. 

Additionally, motivation is one of the key 

factors in the learning process. To sum up, 

supplementary materials can be any 

instructional material for teacher use and/or 

student selection that increase learners‟ 

motivation in teaching and learning 

processes and provide extension, 

enrichment, and support to the curriculum. 

F. Scramble Method  

Scramble is a learning model that invites 

students to find answers and solve existing 

problems by sharing question sheets and 

answers accompanied by alternative 

answers. Scramble is used for this type of 

children's game which is a development 

exercise and an increase in insight into 

vocabulary thinking (Shoimin, 2021). 

The cooperative learning scramble 

method is a method that uses an emphasis on 

problem training in the form of a game 

performed in groups. In this learning 

method, a collaboration between group 

members must help each other's friends 

think critically so they can be younger in 

finding questions (Shoimin, 2021).  

This method requires combining the 

right and left brains. In this method, students 

are not only asked to answer questions but 

also quickly capture the answers to already 

available questions but still in random 

conditions. The accuracy and speed of 

thinking in answering questions are one of 

the keys to the game of the scramble learning 

model (Huda, 2013). This technique requires 

media with questions and answers written 

on paper. Questions made are tailored to 

teaching materials that students must 

master. The answer to the question is given 

on the same sheet by randomizing the letters 

(Ridwan, 2013). 

Scramble is a method of teaching by 

dividing a worksheet and answer sheet with 

alternative answers available. The students 

are expected to look for answers and the 

solution to a problem. Types of Scramble of 

Cooperative Learning Models. Under the 

nature of the answer according to Patty's 

model, Scramble learning consists of various 

forms, namely: 1) Scramble word is a game to 



94 
 

 

Need Analysis 

Material  
Development 

Expert Validation 

Revision I 

Try - Out 

Revision II 

Final Product 

arrange the words and letters to form a 

specific word that has a meaning, 2) 

Scramble sentence is a game to arrange 

random words to form as a specific sentence. 

The sentence should be logical, meaningful, 

appropriate, and correct, 3) Scramble 

discourse is a game to arrange a discourse 

based on random sentences. The results of 

the arrangement should be logical and 

meaningful. 

III. METHOD 

This research was conducted using 

Educational Research and Development 

design. Educational Research and 

Development is a research design to develop 

educational products, like curricula, syllabi, 

textbooks, instructional media, modules, 

assessment instruments, etc. (Adnan Latief, 

2016). This research design would like to 

solve classroom problems related to 

educational products. This procedure 

comprises seven steps; need analysis, 

material development, expert validation, 

revision I, try-out, revision II, and final 

product. The subject of the research was 32 

students of Seventh-grade students of MTs 

Mambaus Sholihin Suci Manyar Gresik. 

 

 

 

 

 

Figure. The Model of Materials Development 

(Adnan Latief, 2016)  

 
 

 

 

 

 

 

 

 

 

 

1.  Need Analysis 

To need analysis was conducted as the 

first stage of the research to assess the 

learning needs of the students. The 

researcher distributed questionnaires to the 

students and also interviewed the teachers.  

Need analysis questionnaire is 

distributed to the students to know what the 

students need. It is distributed to analyze the 

student’s needs, which will be very useful in 

supplementary English reading material for 

seventh-grade students of MTs Mambaus 

Shoihin Gresik. The questionnaire for the 

student and the interview for the teacher was 

to do the need analysis step. This 

questionnaire was in the form of multiple 

choices. The researcher uses Hutchinson and 

Nunan’s theories to provide the 



95 
 

questionnaire provide some aspects. The first 

aspect is background knowledge which 

consists of one question; the second aspect is 

necessities which consists of one question; 

the third aspect is lacking, which consists of 

one question; the fourth aspect is wanting, 

which consists of three questions; the fifth 

aspect is goals that consist of five questions, 

the six aspects are input that consists of five 

questions, the seven aspects are teacher’s role 

that consists of two questions, the last aspect 

is student’s role that consists of one question 

(Hutchinson & Waters, 1987).  

The information from the questionnaire 

and interview is used to gather the data. That 

was needed to know whether the students 

needed supplementary or not. And also to 

know what supplementary English Reading 

material based on the Scramble Method 

makes students enjoy learning. The need 

analysis results were used as guidelines for 

designing the supplementary materials. They 

will be considered in developing 

supplementary English Reading material 

based on the Scramble method for seventh 

Grade students of MTs Mambaus Sholihin 

Gresik. 

2. Material Development  

The researcher was provided with some 

development materials to develop 

supplementary English reading material. The 

materials were provided from the result of 

the need analysis; they are questionnaires 

and interviews with the teacher. Based on 

the syllabus, students need content 

competence and the basic competence 

formulated before. After, I need to analyze a 

research-based scramble method to develop 

some materials which contain the first 

semester consisting of 4 chapters. The 

second semester consists of 3 chapters. The 

means to help students learn and make 

lessons more varied and exciting in teaching 

and learning. 

3. Expert Validation 

In The next step, the developed 

materials were reviewed and evaluated by 

experts and teachers using validation 

products made by researchers that need to be 

reviewed by experts with experience in the 

field. The experts give some comments and 

revisions about the criteria of content and 

layout of supplementary English Reading 

materials made by researchers, which to 

know what the cover and content of the 

material can help students and teacher 

improve their reading skills. The exam result 

will be used to evaluate the strength and 

weaknesses of the material towards the 

teaching and learning reading process in 

seventh-grade students of MTs Mambaus 

Sholihin Gresik. 

4. Revision I  

The next step of the research was expert 

validation. When the first draft was ready, 

the researcher consulted it with the experts 

to be evaluated to ensure that the 

supplementary materials were valid for the 



96 
 

students. All of the suggestions from the 

experts for these developed materials were 

very useful in making these developed 

materials better. Then, the materials are 

improved and ready to be tried out. 

5. Try-out 

After researchers made the 

supplementary English reading material; the 

product was validated by expert validation. 

The next step is trying out. In the try-out 

stage, the researcher collects data to know 

whether supplementary English reading 

material can make students learn more 

exciting and easier. The subject of this 

research is seventh-grade students of MTs 

Mambaus Sholihin Gresik. The number of 

students is 32 students. 

6. Revision II 

The next step was the second revision. 

The product of supplementary material was 

revised based on the input given by the 

experience of the teacher and expert 

validation. 

7. Final Product 

The supplementary material becomes 

the final product after being revised by the 

research based on revision from expert 

validation. The final product is 

supplementary English reading material 

based on the scrambling method for seventh-

grade students of MTs Mambaus Sholihin 

suci manyar gresik. In short, supplementary 

material can be used to teach and learn 

reading material for teachers or students.  

IV. RESULT 

1. The Result of Need Analysis 

The need analysis was conducted as the 

first stage of the research to assess the target 

and learning needs of the students. The need 

analysis was conducted by distributing 

questionnaires to 32 students of class VII-M 

MTs Mambaus Sholihin Gresik. The 

questionnaire was in the form of a multiple-

choice question. This analysis was 

conducted to get information about the 

students' target needs and learning needs 

about developing appropriate reading 

materials for them. 

The Description of the Need Analysis  

Background Knowledge  

No.   Question  Items   N  %  

1.  Since when 
have you 

learned English?  

A. Preschool  11  34,37  

B. Kindergarten  15  46,87  

C. Elementary 
School  

5  15,62  

D. Junior High 
School  

1  3,12  

Table 1 Result of Question Number 1 

Was to find information about students' 

background knowledge. The result showed 

that most of the students have been learning 

English since their kindergarten. 

Background knowledge is the information 

that is essential to understand a situation.  

It can be concluded that students were 

already familiar with English since their early 

childhood.  



97 
 

The Description of the Target Needs  

Necessities   

No.   Question  Items   N  %  

8.  In your 
opinion, in 
addition to 

books that are 
currently used 
in the learning 

process, do 
you still need 

additional 
material to 

support your 
reading in 
daily life 
context?  

A. Strongly 
needed  

25  78,12  

B. Needed   7  21,87  

C. Not 
needed   

-  -  

D. Not 
strongly 
needed  

-  -  

Table 2 Result of Question Number 8 

Was aimed to find the students’ need for 

an additional book. Additional books here 

are supplementary reading materials. 78,12 % 

said they need reading materials. According 

to the result, the researcher developed 

supplementary reading materials based on 

the scrambling method.  

Lacks   

No.   Question  Items   N  %  

13.  In your 
opinion, 
what kind 
of 
activities 
that  

A. Answering 
questions 
based on 
the text?   

15  46.875%  

 Could 
you 
improve 
your 
reading 
skill? 
(you can 
choose 
more 
than 
one)  

B. Reading 
then 
summari
zing.  

4  12.5%  

C. Reading 
and then 
practicin
g the 
content 
of the 
texts.   

15  46.875%  

D. Reading 
then 
analyzing.   

11  34.375%  

Table 3 Result of Question Number 13   

question number 5 aimed to know the 

student’s opinions about the selection of 

reading activities that seemed interesting to 

them. The students can choose more than 1 

answer. Based on the table of the result 

above, the students like to read, and then 

practice by following the content of the 

texts. There were only 4 students who liked 

reading and then summarizing for the 

reading activities.  

Wants   

In questions numbers 6,7, and 14, the 

researcher tried to find out the students’ 

desire to learn reading. The data below 

resulted from the students’ urge to improve 

their reading skills.   

No.   Question  Items   N  %  

6.  By learning 
reading, what 
kind of ability 

would you 
like to gain in 
the classroom?  

A. To be able 
to enrich 
the 
vocabulary  

3  9,4  

B. to be able 
to read the 
text 
fluently  

9  28,12  

C. to be able 
to use the 
language 
of the 
texts in 
daily life 
context  

7  21,87  

  

D. to be able 
to 
comprehe
nd the 
texts and 
answer 
the 
questions 
based on 
the texts 
correctly  

14  43,75  

Table 4 Result of Question Number 6   



98 
 

This question was made to find out the 

students’ goal in learning English, especially 

reading grades. Most of the students said 

that in the learning process, they could 

comprehend the text and answer the 

question based on the text correctly.  

No.   Question  Items   N  %  

7.  By learning 
reading, what 
kind of ability 
would you like 
to gain in your 

daily life?  

A. To be able 
to enrich 
the 
vocabulary  

9  28,12  

B. to be able 
to read the 
text 
fluently  

8  25  

C. to be able 
to use the 
language 
of the 
texts in 
daily life 
context  

3  9,37  

D. to be able 
to 
comprehe
nd the 
texts and 
answer 
the 
questions 
based on 
the texts  

12  37,5  

  correctly    

Table 5 Result of Question Number 7 

Was made to find out the students’ goal 

in learning English, especially Reading for 

their daily life. Based on the table, 37,5 % of 

the students said that they learned reading to 

be  able to comprehend the texts and answer 

the questions based on the texts correctly.  

 

 

No.   Question  Items   N  %  

14.  When you are 

completing a 

reading task 

and activity, 

how do you 

expect to 

finish the task?  

A. Individually   4  12,5  

B. Working in 
pairs  

3  9,37  

C. Working in 
a group  

21  65,62  

D. All of the 
opinions   

4  12,5  

Table 6 Result of Question Number 14 

The question aimed to determine the 

students’ preference in completing the task. 

The result suggested that 65,62 % of students 

preferred to learn reading in a group. From 

the result, the researcher developed a reading 

task for the group’s activity, such as role play 

and group discussion.  

 Goals   

Question numbers 2, 3, 15, 16, and 17 

aimed to determine the students’ opinions 

and interest in learning activities in the 

classroom.  

No.   Question  Items   N  %  

2.  In your 
opinion, what 
do you think 
about the 
reading 
learning 
process in the 
classroom?  

A. Very 
interesting   

1  3,12  

B. interesting  4  12,5  

C. interesting   27  84,37  

D. Very not 
interesting  

-  -  

Table 7 Result of Question Number 2 

This question was aimed to obtain the 

students’ opinion of whether the current 

learning process was exciting or not. Most 

students said that the teaching-learning 

process in the classroom, especially reading, 

was not attractive. This means that the 



99 
 

reading-learning process in their classroom 

should be improved and supplemented.  

No.   Question  Items   N  %  

3.  According 
to you, how 
important is 
it to learn to 

read in 
English?  

A. Very 
important  

28  87,5  

B. important  4  12,5  

C. Less 
important   

-  -  

D. Not 
important  

-  -  

 Table 8 Result of Question Number 3 

This question aimed to know the 

importance of reading ability in English for 

students. Most students in the class said 

reading English was very important.  

No.   Question  Items   N  %  

15.  Can the 
topics 

used in the 
reading 
learning 

process in 
the 

classroom 
be used for 

practical 
needs?  

A. Very useful  19  59,37  

B. Useful 
enough   

11  34,37  

C. Less 
helpful  

2  6,25  

D. Not proper  -    

Table 9 Result of Question Number 15 

This question aimed to know the 

importance of topics they have learned in 

reading class. This question reflected their 

opinion about the topic that the teacher used 

in the process of teaching and learning. Most 

of the students said that what they learned in 

reading class was very useful for their daily 

lives. Based on the result, the researcher used 

the previous topics they had already learned 

as a reference.  

No.   Question  Items   N  %  

16.  Is the   
LKS 

(worksheet) 
currently used 

in learning 
reading been 

improving 
your ability to 

read in 
English?  

A. Very 
improving  

1  3.12  

B. Improving  2  6,25  

C. Not 
improving  

18  56,25  

D. Very not 
improving  

11  34,37  

Table 10 Result of Question Number 16 

The majority of the students said that 

the book they have was not helping them to 

improve their reading ability. From the 

result, they need an appropriate book to 

enhance their reading skills.  

No.   Question  Items   N  %  

17.  Is English the 
book 

currently used 
in learning 

reading in the 
class that 

consists of 
enough 

evaluation to 
measure your 

reading 
ability?  

A. Very 
enough  

1  3,12  

B. Enough   1  3,12  

C. Not 
enough   

16  50  

D. Very not 
enough  

14  43,75  

Table 11 Result of Question Number 17 

This question aimed to determine the 

importance of the evaluation in the textbook 

used by the students. More than half of the 

students said their textbook did not measure 

their reading skills. That means the students 

need a book to provide more evaluation in it.  

 

 

 

 



100 
 

The Description of Learning Needs  

Input  

No.   Question  Items   N  %  

4.  Does the 

teacher 

provide 

interesting 

topics in 

learning 

activities in 

the classroom 

reading?  

A. Very 
interesting   

18  56,25  

B. Interesting   13  40,62  

C. Less 
attractive   

1  3,12  

D. Not 
interesting   

-  -  

Table 12 Result of Question Number 4 

The question was aimed to know about 

students’ previous reading materials topic to 

decide the new topic to be more attractive for 

them. Almost half of the students said that 

their previous topic was very interesting. The 

result helped the researcher choose the 

reference for the developed materials book’s 

topic.  

No.   Question  Items   N  %  

5.  Are the topics 
used in 
reading 

activities in 
class can help 
your critical 

thinking?  

A. Very 
helping  

18  56,2
5  

B. Helping  12  37,5  

C. Less 
helping  

2  6,25  

D. Not 
helping  

-  -  

Table 13 Result of Question Number 5 

As a result of the question above, the 

materials used in the class were immensely 

helping them to develop their critical 

thinking.  

 

No.   Question  Items   N  %  

10.  Are the topics 
used in the 

reading 
learning 

activities in 
the 

classroom 
may provide 

new 
information?  

A. Very 
provided 
new 
informatio
n 

18  56,25  

B. Provided 
new 
informatio
n  

11  34,37  

C. Less 
provided   

3  9,37  

  D. Not 
provided  

-  -  

 Table 14 Result of Question Number 10 

This question was aimed to answer the 

role of the topic they have learned in class. 

Most of the students said that the topic given 

by the teacher in their class was entirely 

giving them the new information they 

needed. None of them said the topic did not 

provide them with new information. The 

result showed that the students are already 

familiar with the new topics, which gives 

them new things to learn.  

No.   Question  Items   N  %  

12.  What kind of 
learning 

materials do 
you want to 
have in the 

supplementar
y reading 

book?  

A. New 
information 
and 
description  

11  34,37  

B. With the 
list 
vocabulary  

11  34,37  

C. picture  17  53,12  

D. Simulation    -  -  

 Table 15 Result of Question Number 12 

The question aimed to find the materials 

input the students preferred to learn. By 

seeing the result above, the researcher 



101 
 

decided to develop various activities with 

various combinations of learning materials.  

No.   Question  Items   N  %  

9.  What kind 
of reading 

activity 
would you 

like to 
have in the 
classroom?  

A. Make or 
arrange the 
sentence  

15  46,87.  

B. Role-play  9  28,12  

C. Discussion  3  9,37  

D. Fill the 
multiple 
choice  

5  15,62  

Table 16 Result of Question Number 9 

The question aimed was to find out the 

most exciting way to teach reading based on 

preference. It would be easier for them to 

learn new knowledge. 46,87% said they 

preferred to learn reading by making and 

arranging sentences. The rest of them 

wanted to learn reading through role play. 

Other activities, such as discussion and fill 

multiple-choice, were also developed for 

their reading-learning process in developed 

materials.  

No.   Question  Items   N  %  

11.  In your 
opinion, 

what kind 
of theme 
for the 

topics you 
would like 
to have in 

the reading 
learning 

process in 
the 

classroom?  

A. Cultural 
theme  

9  28,12  

B. Education 
theme   

15  46,87  

C. Social 
theme   

8  25  

D. Technolog
y theme  

-  -  

 Table 17 Result of Question Number 11 

The question was aimed to find the topic 

they preferred to learn in the developed 

materials.  

Teacher’s Role.  

No.   Question  Items   N  %  

18.  Does the 
teacher give 

more 
examples than 
explanations 

in reading and 
learning 

activities?  

A. Always 
giving an 
example  

3  9,37  

B. Less giving 
examples  

22  68,75  

C. Giving 
example 
enough  

7  21,87  

D. Not giving 
examples  

-  -  

 Table 18 Result of Question Number 18 

The question above showed that the 

teacher needed to give more examples in the 

classroom. After seeing the result, the 

researcher developed reading materials with 

many examples and explanations.  

No.   Question  Items   

19.  What do you do 
when you find a 

problem with the 
task given by the 

teacher?  

A. Asking teachers  

B. Asking friends  

C. Finding the 
answer by yourself  

D. Doing nothing  

Table 19 Result of Question Number 19 

The question above was aimed to see the 

teacher’s role as the problem solver in 

reading the teaching and learning process. 

More than half of the students said they 

would find their friend's answer.  No student 

does anything when they get a problem.  

 



102 
 

Students’ Role  

No.   Question  Items   N  %  

20.  When you 
find a problem 

during a 
group's 

activities, 
what do you 

do?  

A. Asking 
teachers  

7  21,87  

B. Discussing 
with 
friends  

17  53,12  

C. Finding 
the answer 
by yourself  

8  25  

D. Doing 
nothing  

-  -  

  Table 20 Result of Question Number 20 

The question was aimed to see the 

student's role in the class. Students were 

asked to participate in active learning in the 

reading, teaching and learning process. By 

seeing the question above, most of them 

would find the answer by discussing it with 

friends. No student does anything when they 

find difficulties, which means all students are 

eager to participate in the active learning 

process.  

From the result of the questionnaires, 

the researcher concludes that the students 

are very interested in learning English, 

especially in Reading. Therefore, the 

researcher develops a reading book as a 

guidebook based on their needs.  

The result of the Interview with the 
students   

There were three students interviewed 

by the researcher. The three students are all 

girls. They are 12 years old. The first question 

was whether they liked reading and wanted 

to know the importance of reading skills for 

the students. All three students said that 

they like reading and stated that reading is 

essential and helpful for them because it can 

improve their vocabulary and increase their 

knowledge.  

The next question was aimed at finding 

information about the type of task that made 

them excited to solve it. The first student 

argued that she likes to read and then 

practice it. The second student said she liked 

a task with many pictures. She thought she 

would be interested in doing the task 

because of those pictures.  

The Result of the Interview    

 The Interview guideline was developed 

for the English teacher of Seventh- grade 

students of MTs Mambaus Sholihin. There 

were ten questions to find information about 

the technique in teaching reading, the source 

of the materials, and the teacher’s opinion 

about scramble reading materials. Students 

need supplementary reading materials as the 

book for Seventh-grade students of Junior 

High School is not available yet. 

Supplementary reading materials which 

scramble themes will help them comprehend 

the text better 

V. DISCUSSION  

Standard competence of the grid was 

taken from the 2013 curriculum as the school 

was using that curriculum in the teaching 

and learning for class Seventh process. Three 

basic competencies were taken in the 2013 

curriculum, with three different text types to 

be learned. Supplementary reading materials 



103 
 

were developed to fulfil the lesson's 

objectives in Junior High School, especially 

class VII. The supplementary reading books 

were developed into three units, each 

containing one text genre.  

The book's approach was scrambled, as 

mentioned before in the previous chapter. 

Moreover, based on the results of the needed 

analysis, 46,87 % of the students in class VII 

of MTs Mambaus Sholihin Suci Manyar 

Gresik said that they liked education as the 

theme of the text. Each of the units has 

different topics from the others. Those were 

‘What is the city like?’ for the first unit, 

‘What does he look like?’ for the second unit, 

and ‘Descriptive text’ for the last unit. The 

lessons' learning objectives were to make the 

students understand the generic structure 

and language features of the descriptive text, 

recount text, and narrative text. After 

deciding the learning objectives, the 

indicators were listed in detail. Each unit had 

some indicators indicating the abilities that 

should be learned at the end of every lesson. 

In the learning materials, there were six 

sub-components. The first component was 

the topic. The topic in unit 1 was what the 

city is like. The topic in unit 2 was what does 

he look like? and the topic in unit 3 was 

descriptive text. The second component was 

the input of the text. The text input in each 

unit was written based on the topic. 

Grammar was one of the components in the 

course grid. The grammar used explains the 

construction of the sentence and how to 

make a good sentence based on the type of 

the text. The grammar was written in the 

language features component because some 

characteristics were used in each text. The 

grammar used to be learned was simple 

present and past tense.  

Developing the Course Grid  

The course grid was developed based on 

the Curriculum 2013 for Seventh-grade 

students of Junior High School and the result 

of the need analysis. The course grid was 

developed based on the type of text written 

on the basic competence of the curriculum. 

There were three types of text. Those were 

descriptive, recount, and narrative. There 

were seven main components in the course 

grid. Those were unit, basic competence, 

indicators, learning materials, learning 

activities, time allocation and teaching kits 

(Hutchinson & Waters, 1987). According to 

the table above, the first component of the 

course grid was the unit. Three units were 

written in the course grid, and each was 

developed based on the type of text from the 

basic competence. Unit one explained the 

descriptive text, unit 2 explained about 

recount text, and unit 3 explained the 

narrative text. 

The next component of the course grid 

was Basic Competence. The Basic 

competencies in the course grid were taken 

from curriculum 2013 for Seventh-grade 

students of Junior High School. There were 



104 
 

three Basic Competences put in the course 

grid. Those were Basic Competence numbers 

3.5, 3.6, and 3.7, each of which had one type 

of text used to be the basis for writing the 

course grid.  The third component of the 

course grid was indicators. The indicators 

were listed from the learning objectives of 

the lesson. The indicators of each unit 

explained the things which have to be done 

by the students at the end of the lesson. The 

students were expected to be able to 

understand descriptive text, recount text, 

and narrative text. 

The next component was the learning 

materials. The learning materials consisted of 

some sub-components. Those sub-

components were the topic, the input of the 

text, social function, language features, 

generic structure and vocabulary. Those sub-

components were developed based on each 

type of text. For example, the social function 

of descriptive text was to describe and reveal 

a particular person, place, or thing. The 

vocabulary used was related to the stories 

and activities in the unit. The examples of 

vocabulary were beautiful, enjoyable, 

interesting, holiday, village, and many more. 

The next component after the learning 

materials was the learning activities. This 

component was about activities done by the 

students in the learning process. The 

activities were divided into three main 

activities. They were pre-reading, while-

reading and post-reading. The students did 

some activities at each stage. The next 

component was time allocation. The time 

allocation was explained as the time taken by 

the students to do the activities. Each 

activity had a certain time, and the students 

had to finish the activities based on the time 

allocation. Minutes. The time allocation was 

determined by looking at the level default of 

the task. The more complicated the task, the 

task had more time allocation. The time 

allocation for the lesson in each unit was 

2x45 minutes. 

The last component of the course grid 

was the teaching kits. The teaching kits were 

the media used by the teachers and the 

students in the teaching and learning 

process. The teaching kits in each stage of 

activities were different. It depends on the 

needs of each activity. For example, the 

teaching kits used in the while-reading stage 

in unit one were descriptive text, some 

pictures, pens and worksheets. The 

components are written in the course grid to 

achieve the lessons' learning objectives. The 

media and the other teaching aids supported 

the teaching and learning process more 

interestingly. Therefore, the teaching and 

learning process should gain the students’ 

attention and motivate them to learn the 

English lesson. 

Then, the researcher presents the final 

product of this research. The product of this 

research was made based on the result of the 

student need analysis and the result of an 



105 
 

interview with the teacher of class VII. 

When the product was done, the product 

was validated by an expert of validation. 

There are two items to be validated: the 

validation of material and the validation of 

design. The researcher revises the product 

from that validation based on the experts’ 

suggestions and comments. When the 

product is revised, the product is tried-out to 

the students and revised based on the result 

of the try-out. When the product is 

considered appropriate English learning 

materials for the students and suitable for 

students’ needs, the final product is 

published. The product is a set of educational 

products that are ready to support classroom 

instruction. 

VI. CONCLUSION 

Based on the result of the product 

testing, the developed scramble 

supplementary reading materials were 

considered appropriate. The product testing 

results were based on the students’ and 

teachers’ opinions. The percentage ranges of 

the scores were 85%, and it was categorized 

as an excellent book. The appropriate 

scramble supplementary reading book can be 

applied to seventh-grade students of Junior 

High School. The English supplementary 

reading materials based on the scrambling 

method for Junior High School students’ 

books consisted of three units. Each of the 

units was developed based on the indicator 

in the basic competence and standard 

competence. Each unit of the English 

supplementary reading materials based on 

the scrambling method for Junior High 

School students’ books consisted of 15 tasks. 

The scramble materials were helpful for the 

students in comprehending the text because 

they were already familiar with Indonesian 

culture. The students learned more about 

Indonesian culture, making them more 

aware of their local culture and helping them 

learn reading. 

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