46
c. Let’s Write
This part focused on the students’ ability in producing a text. They had answered ten questions related to the movie before and they used it to produce an
outline about the movie. After they successfully produced the outline, they wrote the complete story of the movie. They had two opportunities in writing the text.
After they had the feedback from the teacher, they could revise it.
d. Let’s Review
In this part, the students were invited to review what they had learnt during the lesson. This part provided the grammar and the generic structure of the text
used in the lesson.
4. Preliminary Field Testing
In this step, the designed materials were evaluated by the experts. Here, the materials were evaluated by two teachers of Sang Timur Senior High School and
three lecturers of English Language Study Program of Sanata Dharma Univeristy. The preliminary field testing aimed at knowing whether the designed
materials were appropriate and suitable for senior high school grade ten. The preliminary field testing was conducted during December, 2010.
a. Respondents Descriptions
The respondents of the preliminary field testing were two English teachers of Sang Timur Senior High School and three lecturers of English Language
Education Study Program. The respondents were asked to fill the questionnaire. They gave some comments, opinions, suggestions, and expectations to improve
the designed materials. The data of the respondents was presented below.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
Table 4.3 The Descriptions of Research Participants
Respondents Sex Education
Background Teaching Experience
M F
D3 S1
S2 1-5
6- 10
11- 15
16- 20
20 English teacher of
Sang Timur Senior
high School √
√ √
√ √
√ Lecturers of English
Language Education Study
Program of Sanata Dharma
University √
√ √
√ √
√ √
√ √
Total 2
3
b. Data Presentation
Table 4.4 The Descriptive Statistics of Teachers’ and Lecturers’ Agreement
No Respondents’ Opinion
on Statement Central
Tendency 1
2 3
4 N
Mn 1. The
competency standard is well
formulated. 5 5 3
2. The basic competencies are well formulated.
5 5 3 3. The indicators are well
formulated. 4 1 5 3.2
4. The materials are suitable and appropriate
for the senior high school grade ten.
4 1 5 3.2
5. The activities are
relevant with the topic in each unit.
1 4 5 2.8
6. The activities in each unit are well elaborated
and give the opportunity 3 2 5 3.4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
to the students to improve their writing
skill.
7. The activities in each unit can assist the
students to achieve the indicators.
5 5 3
8. The activities in each unit reflect Task-Based
Learning. 5 5 3
9. The instruction in each unit is clearly enough.
1 4 5 2.8 10. The time allocation is
suitable in each unit 4 1 5 3.2
11. The movies or videos are suitable for the
students of grade X 3 2 5 3.4
12. The movies or videos are relevant with the
topic in each unit 4 1 5 3.2
13. The subtitle of each movie or video can
assist the students to understand the content.
4 1 5 3.2
14. Generally, the movies
or the videos is interesting and can
motivate the students to produce good writing.
3 2 5 3.4
15. Generally, the
designed materials are well
arranged. 1 4 5 2.8
Note: Mn = Mean
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49 ∑ = sum of
X = values N = number of values
According to the data above, the respondent agreed that the competency standard, basic competencies, and the indicators were well formulated. The
designed materials were suitable and appropriate for the students grade ten. Four of the respondents agreed that the activities were relevant with the topic in each
unit. They also agreed that that the activities in each unit were well elaborated and gave the opportunity to the students to improve their writing skill. They agreed
that the activities in each unit could assist the students to achieve the indicators and it reflected Task-Based Learning. Four of the respondents agreed that the
instruction in each unit was clearly enough. The time allocation was suitable in each unit. The movies or videos were suitable for the students of grade ten and
relevant with the topic in each unit. The subtitle of each movie or video could assist the students to understand the content. The respondents agreed that
generally, the movies and videos could motivate the students to produce good writing. They also agreed that the designed materials were well arranged.
The data presented in the table 4.4 showed that the average of the teachers’ and lecturers’ agreement was 3.1from 2.8 to 3.4. Based on the data, it could be
concluded that the designed materials were suitable and appropriate for the senior high school grade ten. The teachers and the lecturers also gave some opinions,
suggestions, and expectations in order to develop the designed materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50 The opinions, suggestions, and expectations given by the respondents were
presented as follows. 1
Typing the sentences in the same size. 2
Translating “Competency Standard” and “Basic Competencies” into English. 3
Caring about the punctuation mark used in sentences. 4
Ensuring that the indicators can be gained through the exercises on tasks. 5
Checking for any grammatical errors. 6
Being consistent with the heading. 7
Revising the syllabus and the lesson plans.
5. Main Product Revision
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