Learning Objectives Stories CONCLUSIONS AND RECOMMENDATION
G. Social and Cultural Contexts of the Stories
1. Some parts of the stories did not show appropriate language that applied or related to certain culture. In Unit 4, the context of the written messages did not show the politeness. The researcher rechecked and revised the context and the language. 2. There was no clear example that showed the relation The researcher added some language expressions and 202 No. Before After between language and culture. Most of the characters involved in the stories are western people. There was no particular characteristic that show different cultural context. explanation that showed certain cultural contexts.H. Tasks
1. Some instructions of the task were not clear Example: The researcher rechecked and revised the instructions. The researcher provided an instruction for the Let’s Play tasks. 2. Most of the vocabulary tasks were not varied. Most of the tasks were finding the meaning of the difficult words. The researcher provided some different types of vocabulary task, e.g. completing noun phrases, picture- clue identification, completing picture-clue sentences, and guessing the synonyms. 203 No. Before After 3. The listening tasks did not cover all of the desired degree of mastery The researcher only provided filling the blanks activity. The researcher provided some different types of listening task, e.g. statement analysis true-false sentences, object identification, and sequence identification procedure.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
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