Research and Information Collecting
4. Materials Validation
In materials validation, the researcher distributed questionnaires to evaluate the materials and obtain feedbacks opinions and suggestions and comments from a practitioner and experts. They were distributed to one English teacher from the school as the practitioner and two lecturers from the English Language Education Study Program of Sanata Dharma University as the experts. Besides, the researcher also gave an opportunity for them to give direct evaluation on the materials. The data were used to revise and improve the materials.5. Revision
Finally, the researcher revised and improved the materials based on the result of the materials validation. In revising and improving the materials, the 50 researcher would directly re-check the planning because an error commonly happened in this stage. However, the researcher could also recheck each stage where lacks and weaknesses were found. It can be done back and forth for each stage before continue to other stages. Therefore, the researcher did not need to repeat all stages based on the sequence that has been determined. The relation of the adaptation of the small scale of Borg and Gall’s RD cycle and the adaptation of Kemp’s ID model is presented in Figure 3.1. Adapted RD Cycle Adapted ID Model Research and Information Collecting Identifying Students’ Characteristics Planning Formulating Goals, Topics,Parts
» Research Problem Problem Limitation
» For Grade VII Students of Junior High School
» For Parents Research Benefits
» For Material Designers and Other Researchers
» Integrated Approach Workbook Definition of Terms
» Task-Based Language Teaching Definition of Terms
» Grade VII Students of SMP Negeri 2 Yogyakarta
» Research and Development Method
» Goals, Topics, and General Purposes
» Learner Characteristics Learning Objectives
» Subject Content Pre-Assessment Instructional Design Model
» Teaching or Learning Activities and Resources
» Support Services Evaluation Instructional Design Model
» Teaching Grammar and Vocabulary
» Teaching Four Language Skills
» A Conceptual Basis of TBLT Definitions of Task
» Problem Solving Sharing Personal Experiences
» Grading, Sequencing, and Integrating Tasks
» Pre-Task Phase Theoretical Description
» Snapshot Conversation Theoretical Description
» Grammar Focus Fluency Exercise
» Pronunciation Listening Theoretical Description
» Word Power Theoretical Description
» Key Concepts of Assessment in TBLT
» School Level Based Curriculum of 2006 Grade VII Students of Junior High School
» Theoretical Framework REVIEW OF RELATED LITERATURE
» Research and Information Collecting
» Planning Materials Development Research Method
» Materials Validation Revision Research Method
» Research Setting RESEARCH METHODOLOGY
» Grade VII Students of Junior High School
» Practitioner Participants of Materials Validation
» Classroom Observations Instruments of Research and Information Collecting
» An Interview Instruments of Research and Information Collecting
» Instruments of Materials Validation
» Data of Planning Data of Materials Validation
» For the Data from Classroom Observations For the Data from an Interview
» Research and Information Collecting Questionnaires
» Materials Validation Questionnaires For the Data from Questionnaires
» Research Procedure RESEARCH METHODOLOGY
» Students’ Motivation and Attitudes
» Students’ Needs Students’ Characteristics
» Students’ Interests Students’ Interests, Difficulties, and Capabilities
» Students’ Difficulties Students’ Interests, Difficulties, and Capabilities
» Difficulties in Listening to English Stories
» Difficulties in Reading English Stories Difficulties in Listening
» Difficulties in Grammar Difficulties in Vocabulary
» Students’ Capabilities Difficulties in Pronunciation
» Learning Objectives RESEARCH RESULTS AND DISCUSSION
» Subject Contents RESEARCH RESULTS AND DISCUSSION
» The Beginning The Framework of the Unit
» The Forms, type, and Themes of the Stories
» Plots The Elements of the Stories
» Characters The Elements of the Stories
» Settings The Elements of the Stories
» The Titles of the Workbook and the Stories
» Communicative Tasks Grammar Tasks
» Vocabulary Tasks Listening Tasks
» Speaking Tasks Teaching or Learning Activities and Resources
» Reading Tasks Teaching or Learning Activities and Resources
» Writing Tasks Teaching or Learning Activities and Resources
» Language Task Pattern Creative Task
» Communicative Task Pattern Creative Task
» The Strengths of the Workbook The Weaknesses of the Workbook
» Stories RESEARCH RESULTS AND DISCUSSION
» Suggestions for the Supporting Materials Suggestions for the Learning Objectives
» Suggestions for the Social and cultural Context
» Suggestions for the Tasks Suggestions for the Flexibility
» Revision of the Supporting Materials
» Conclusions CONCLUSIONS AND RECOMMENDATION
» General Appearance CONCLUSIONS AND RECOMMENDATION
» Supporting Materials CONCLUSIONS AND RECOMMENDATION
» Learning Objectives Stories CONCLUSIONS AND RECOMMENDATION
Show more