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Catch It Catch It
is the activity which done to be more understand about the theory that the students have learnt in Language Focus. The activity in this section is
playing role where students will work together mutually.
Post-activity
Work It Out Work It Out
is the last activity of the course. The activity in this section is written activity. Students can write their experience, arrange the word into good
sentence. Then, students share the result to their friends in front of the class. The framework of the learning activity can be seen in the following table.
Table 4.6: The Topics and Activities
Unit Topics
Activity 1
Hobbies 1. Pre-activity
Warm-Up Guess the picture
Speak-Up Small games: Finding friends
2. Whilst-activity Think It
Question and answer based on the text Language Focus
Explain the theory by the teacher Catch It
Role play: My friends’ hobbies 3. Post-activity
Work It Out Written activity: Arrange the words into
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good sentence. 2
Family 1. Pre-activity
Warm-Up Listen to the recording
Speak-Up Small games: Finding friends
2. Whilst-activity Think It
Question and answer based on the text Language Focus
Explain the theory by the teacher Catch It
Role play: Uniting Family 3. Post-activity
Work It Out Written activity and share: Make Family
tree 3
Shopping 1. Pre-activity
Warm-Up Listen to the recording
Speak-Up Small games: puzzle
2. Whilst-activity Think It
Question and answer based on the text Language Focus
Explain the theory by the teacher Catch It
Role play: Buying and selling activity 3. Post-activity
Work It Out Written activity: Make the tips of shopping
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5. Materials Evaluation and Revision
The researcher knows that the designed materials needed to be improvement. Then, the researcher distributed the questionnaire as the post design
survey. This questionnaire distributed to four English teachers and one lecturer. The purpose of this questionnaire was to get comment and suggestions about the
designed materials.
Table 4.7: The Description of Participants of Post- Design Survey
Educational background Teaching Experience years
Group of participants S1
S2 10
10-20 20
The lecturer of Sanata Dharma University
- 1
1 -
- The teacher of SMP 1
Muntilan 4
- 1
2 1
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Table 4.8: The Result of Post- Design Survey
No Statement
N Mean
1 The basic competences are well formulated
5 3,6
2 The indicators are well formulated
5 3,2
3 The materials match the basic competences and indicators
5 3,8
4 The topics are well arranged
5 4
5 The
topics are
suitable to
teach speaking
for extracurricular in Junior High School
5 4
6 The content of materials is relevant to the theory of Task-
Based Learning 5
4 7
The tasks are well elaborated and sufficiently varied to facilitate the students to understand the topic being
discussed 5
3,6
8 The pictures are interesting enough to attract students’
attention 5
3.8 9
The level of difficulty suits the students’ level 5
3.8 10
Task Based Learning is developed in the materials 5
3.8
Answering the closed-ended questions, the participants also gave comments and suggestions for the improvement of the designed materials.
The general comments from the participants: a. The designed materials were very good.
b. It only needs the addition in the learning activities. c. Grammar needs to be revised.
d. Please be careful with the use of symbols. The participants also gave some suggestions. The first suggestions was
that the researcher should ask the students about their personal experience first, related to the topic. This suggestion was related to the theory of Communicative
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Language Teaching. The second suggestion was that the researcher should give not only written test but also spoken test in the post-activity. Actually, it was
written in the teacher manual that after students did the exercise, students share the result to their friends in front of the class. The third suggestion was that the
researcher should give many kinds of example to enlarge the students’ vocabulary. In this case, the researcher only gave those vocabularies because the
researcher, then, ask the students to find the other vocabularies related to the topic. And the last was the researcher should reduce and omit the mistakes of
minimum requirements. The researcher knew that this mistake so crucial in designing materials. Getting the comments and suggestions about the designed
materials, the researcher continued to revise the product to get the better materials. The revision and improvement on the designed materials based on
participants’ suggestions would be discussed here. The researcher accepted almost the suggestions. The researcher agreed to revise the grammar because this mistake
so crucial. The researcher also should check and re-check again to avoid the minimum requirements in this study. Based on the result of the post-design
survey, the researcher should reformulate the indicators. By reformulate the indicators, the learning objectives would be clearer.
List of the revisions of the designed materials: 1. Revision of the grammar.
2. Revision of the symbols used. 3. Giving sources for some texts.
4. Reformulate the indicators.
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Hopefully, by doing those revisions the teaching learning process would be more successful than before.
From data of the participants’ opinion, it was found that the means ranged from 3.51 – 5.00. It was also found that the average means was 3.76. It could be
concluded that the materials design were good and acceptable for the students of extracurricular English Club in SMP Negeri 1 Muntilan.
B. The Students’ Responses to the Materials
To get the data about the students’ response to the implementation of the designed materials, the researcher distributed the questionnaire to all of the
students of extracurricular English Club. The questionnaires were distributed after the researcher revised the designed from the post-design survey.
Table 4.9: The Result of the Materials’ Implementation
No Statements
N Mean
1 I enjoy joining extracurricular English club
20 4.5
2 I like to the topic explained
20 4.1
3 I was more enthusiastic to the learning activity
20 4.2
4 The materials suited the students’ understanding
20 4.1
5 The teaching learning activities were so vary
20 4.5
6 The learning processes were so enjoyable
20 4.25
7 I was not feel bored in this extracurricular
20 3.95
8 I became more confident to this learning activity
20 4
9 The language used was understandable
20 4.3
10 I was more motivated to join this course
20 4.5
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From the data above, it can be said that most of students enjoy joining extracurricular English Club. They liked the topics being discussed because the
learning activities were so vary. The language was understandable by the students. They became more confident in this course. There was one student who did not
like the topic being discussed and less confident. There were three students who felt bored to the learning activity.
Students’ opinion in the implementation of the designed materials: 1.
I liked this activity because I felt comfortable. 2.
This activity made me more motivated in learning English. 3.
I got more vocabularies in this course. 4.
I became more enthusiastic and confident to speak in front of the class. 5.
These activities made me feel learning by playing. 6.
We can interact to each others. Some students commented that they felt bored when the instruction was
not understood by the students. The teacher always asks the students whether they know the instruction or not. When students had not understand the instruction yet,
they teacher explained it again. From data of the participants’ opinion, it was found that the means ranged
from 3.51 – 5.00. It was also found the average means was 4.24. It could be concluded that students enjoyed and liked learning activities as the researcher
implemented in extracurricular English Club.
