Results of Developing Preliminary Materials

64

3. Results of Developing Preliminary Materials

In this stage, the writer designed the learning materials based on the results of research and information collecting stage. The vocabulary items included in the materials were vocabulary items which might support the students to attain the Competency Standards, Basic Competencies, and Learning Indicators. The level of the vocabulary was adjusted with the vocabulary level expected to be mastered by the eleventh grade students. The materials were developed to improve students’ vocabulary mastery as well as to accustom the students to look up a dictionary when they found a new or unknown word. Therefore, the learning materials were designed in such a way to encourage the students to use a dictionary. The words required in the assessments were single words or multiword units. The materials also reqired the learners to mention the family of certain words and the core meaning got from sentences. Then, the vocabulary items were presented through meaning-focused input activities, deliberate learning activities, meaning-focused output activity, and fluency activity. It meant that the vocabulary items were presented through reading, writing, and descrete activities. The materials also required the learners to braistorm. Mostly, the materials were embended, comprehensive, and context- dependence ones. Therefore, the vocabulary items were embended with reading and writing. The vocabulary items were taken from the context in order to comprehend the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 65 The activities were matching items, completing items, generic test items; especially mentioning parts of speech of words, and the word-associates test. Then, some materials required the learners to guess some words from context and apply coping strategy. In the first unit, the materials were about things that students usually meet and need in daily life, such as car, cupboard, ruler, coin, river, etc. In this unit, students were aksed to report such things, match the name of some furniture with its definitioon, and guess the meaning of some words found in a text. Unit two discussed the festivals during a year, namely New Year, Easter, Indonesia’s Independence Day, Thanksgiving Day, and Christmas. In discussing New Year’s celebration, the writer asked the students to observe a picture and mention five things they can find in the picture. Then, the writer chose a passage about New Year’s Eve in Australia. Then the students were to mention the synonyms or the definition of some words, rearrange jumbled words to form good sentences, and match some pictures of things needed in New Year’s celebration with their names. Then, the next discussion is about Easter celebration in Canada. Students were asked to brainstorm on Easter day and Easter egg, mention parts of speech of some words, define the words, and make a phrase cintaining the words. In discussing Indonesia’s Independence Day, the students were to mention the special things used to celebrate the day, make sentences containing some phrases related to the topic, and fill the blanks of a passage.. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 66 In Thanksgiving Day discussion, the students were asked to read a passage then mention the difference between Thanksgiving celebration in the USA and in Canada, mention what made Thanksgiving celebration was different from other days, match some words with their synonyms, and mention parts of speech of some words.. Finally, in discussing Christmas in England, students were to mention special stuffs that could be found during Christmas season and replace some meaningless words with other words. Next, the third unit discussed some important plants for human life and a flower originally from Indonesia, namely staple food, rice, and Raflesia Arnoldi. First of all, students were asked to match some places with their staple foods and mention some foods made from some staple foods. Then, they are to read a passage with some blanks and fill them with the correct ones. Next, they read a passage on rice and match some words found in the passage with their definitions, mention the Indonesian translation for some words, and mention the parts of speech of some words and change them into other form by adding suffix. Lastly, students were asked to read a passage on Raflesia Arnoldi, circle whords whose definitions were provided, and fill a table using some information found in the passage. Unit four talked about animals. They were grouped under the category of fish, birds, insects, mammals, reptiles, and amphibians. First of all, the students are asked to report some animals by giving a tick to a table. Then, students had to complete some tables to report elephant, dog, crocodile, frog, beetle, shark, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 67 peacock. Afterwards, students were asked to match horse body parts with their names, match the name of fish body parts with their definitions, and mention the insect’s anatomy. In the next unit, there were some discussions on disasters usually happened in Indonesia, namely flood, earthquake, volcanic eruption, and tornado. Firstly, students mentioned some words related to floods. Then, they read a passage on floods, mention the nouns that could be found in the passage, and answer some questions related to the passage. Next, they expressed their personal opinion on earthquake, read a passage on earthquake, mention the process of a large earthquake, mention parts of speech and the bases of some words, and mention the Indonesian translation of some words that could be found in the passage. Further more, students matched some information of volcanic-eruption picture with their Indonesian translation, read a passage, mention the synonyms of some words, and answer some questions related to the passage. Lastly, students read a passage on tornados and did a crossword about the passage. The sixth unit discussed about pourquoi tales. There were three passages used to discussed the topic, namely Why Dogs Chase Cats?, Why do Hawks Hunt Chicks?, and How the Leopard Got its Sots?. After reading the first passage, the students filled a table with verbs that could be found in the passage and wrote its infinitive forms, past tense, past participle form, and their Indonesian translations. Before reading the second passage, students are to match some pictures with their names. After reading the passage, students matched some words with their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 68 definitions. After reading the final passage, students matched some phrases with their synonyms and mentioned their infinitive forms. Just like the previous unit, unit seven contains three passages, namely A Mouse Deer and Mr. Farmer, The Tortoise and the Hare, and Goldilocks and the Three Bears. To start the activities in the seventh unit, students are asked to rearrange jumbled words into good sentences and rearrange the jumbled sentences into a good paragraph. After reading the first passage, students mentioned the Indonesian translation of some words and mentioned the antonyms of some words. Before reading the second passage, students brainstormed to mention some words to report a hare and a tortoise. After the readings, students matched some words with their Indonesian translations. After reading the last passage, students were asked to mention the antonyms and synonyms of some words that could be found in the passage. Unit eight discussed about problems usually faced by the students, namely broken-home family, social networking, the importance of English language, and political problem. First of all, students read some statements about broken-home family. Then, they mentioned the Indonesian translation of some words that could be found in the statements. In discussing social networking, students did a survey on the use of social networking media, rearrange jumbled words into good sentences, and decide whether the statements were the positive or the negative effect of the use of social networking media. In discussing the importance of English language, students are to fill in a questionnaire. Finally, students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 69 pretended to be some experts and discussed in a group about suggestions they could give to The President. The final unit was talking about go green banners. There were three banners namely plastic bag, go green week, and one man one tree. In the discussion of the first banner, students mentioned the Indonesian translation of some words found in the banner and made a presentation list containing any information of the banner. After reading the go green week banner, students filled a table with any information found in the banner. Lastly, students mentioned five words or phrases related to the banner on one man one tree and then mentioned the Indonesian translation of some phrases found in the banner. The design materials consisted of the Student’s Book and Teacher’s Book. The Student’s Book was the designed materials it self while the Teacher’s Book was constructed to help the teachers to implement the designed materials. The Teacher’s Book consisted of the instruction to implement the materials as well as the syllabus.

4. Results of Conducting Preliminary Field Testing