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Table 3.7: The Organization of Subject Contents Unit
Topics Subject Contents
1 Greetings
1. Greeting others
2. Recognizing kinds of greeting
3. Apologizing
4. Leave-taking
5. Thanking
2 Introducing Self and Others
1. Introducing self
2. Introducing others
3 Describing Time
1. Recognizing the differences of time used
2. Describing time based on the time used
4 Describing People and Things
1. Recognizing the differences between
Unit Topics
Subject Contents
2. people and things.
3. Describing people.
4. Describing things.
3. Material Development
In this step the researcher used materials adaptation to find the suitable materials for the students. The researcher used Tomlinson
and Masuhara‟ materials adaptation technique in adapting the materials. The techniques used
which were Plus Category and Zero Category. In Plus Category, the researcher used addition and expansion. The Addition technique was when the researcher
added different texts or activities. For the expansion technique, the researcher expanded the length, depth, difficulty of the texts or activities. In Zero Category,
the researcher used modification and reorganization. In modification, the researcher changed the instruction of the materials. The researcher changed the
position of the texts in the reorganizing technique. The materials would be the adaptation of some books which were used by
the students of grade seventh. The researcher developed the materials by dividing the step in each unit. There were pre-task phase, task cycle phase and language
focus phase. Those three phases would be differentiated the phase that the
39 students should follow. In each phase, the researcher also divided it into some
sections. The sections in designed materials would help the students to learn English in a systematic way. It was because the sections provided some activities
which had correlation each other. The researcher classified the pre-task phase
into “Do You Remember?” section, the task cycle phase
into “Let‟s Prepare” and “It‟s Your Turn”, the language focus phase
into “Let‟s Learn“ and “What Did You Learn?”. Those five sections in the designed materials would help the learners in English
Extracurricular Activity. The sections were made in order to provide the learning step in the teaching-learning activity in English Extracurricular Activity.
4. Material Validation
After designing the materials, the researcher distributed the questionnaire to validate the designed materials. Validating the materials demanded the
researcher to evaluate whether the designed materials were appropriate or not for the learners. The appropriateness of the designed materials depended on the
assessment that was given by the experts as the respondent in this step. The questionnaire consisted of some open-ended questions. According to the
validation result, there were some points to be considered in order to revise the designed materials. Some components should be revised in order to make the
appropriate materials. Those points of assessment would be discussed in this following analysis.
40 The researcher conducted the validation by looking at the result of the
validation questionnaire from the experts. There were some questions related to the designed materials. The researcher did not use the degree of agreements in the
statements, the open-ended questions was used in order to get more explanation of the validation.
After analyzing the data, the result of the validation questionnaire from the experts was satisfying. The researcher made the designed materials well-
organized based on the lesson plan. The designed materials were also suitable to the core competence and basic competence. The basic in developing the materials
were in the 2013 Curriculum. The researcher chose several Basic Competences which could be applied in speaking. The materials in the designed materials were
also met their indicators. The indicators were made by the researcher in a form of lesson plan.
The activities in the designed materials also gave the variety to speak. It helped the learners to be more active in speaking. The activities provided some
games, group work, pair work and dialogue. There were five sections in the designed materials. Those sections were “Do You Remember?”, “Let‟s Prepare”,
“It‟s Your Turn”, “Let‟s Learn” and “What Did You Learn?”. Based on the validation questionnaire, the result of those five sections were appropriate for
teaching speaking. Each section has its own functions in the teaching-learning process.
The main section which was “It‟s Your Turn” gave the opportunity for the learners to speak based on a certain topic. This section facilitated the learners to
41 be more active in speaking. The result showed that the designed materials had
some strengths and weaknesses. The strengths of the designed materials were the well-organized layout, lesson plans and guidelines, many interesting pictures,
examples of the topic in each unit, the pleasant topic and the speaking activities. Based on the result, the researcher found that the designed materials were
applicable for the speaking. The weaknesses of the designed materials were some grammatical
mistakes and unclear instructions. Based on the result, the researcher realized some mistakes that never be realized before. There were also opinions from the
experts of the designed materials. The opinions from the experts were positive. The designed materials were fun for learning. There were some practical item,
lesson plans and also guidelines. Those instruments helped the teacher in teaching speaking.
In terms of suggestions for revising the designed materials, there were some helpful suggestions. First of all, the experts agreed that the researcher should
give more detailed instructions in some unit, because the brief instructions were not clear enough to give explanation on what to do. Second, the title of unit 4
“What is It? it was better changed into “Is He Tall?” because the unit talked about people and things. Third, the grammatical error in some sections should be revised
because it would make the learners confuse on what to do. The result of the questionnaire validation could be seen in Appendix J.
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5. Revision
