Determining Course Sequence Planning

44 background knowledge into a certain unit of learning and to memorize some new vocabularies related to the lessons. The types of the activities in this section were to identify pictures, read a text, and identify language features in the song. Furthermore, in this part, students were expected to have general information dealing with the structures and forms of sentences used in the text. b. Generalization In this phase, the students are led through tasks to discover form, meaning, and function of a structure that they have been exposed to. The students will get experience about the structure rules by themselves. Harmer 1991 states that the best way to ensure learning was for the students to work out the rule themselves p. 113. Ramirez 1995 says that Generalization focuses on grammatical items p. 22. The sections that were put in this phase was called Training and Grammar. In Training section, students were to work on tasks like matching the pictures, filling in the blanks, and doing multiple choice. After that, they were to take the example of sentences from the tasks to put into tables provided in Grammar section. At this section, they were to make the pattern of the sentences. c. Reinforcement Reinforcement is a phase where the students are provided with correct and conscious knowledge of the forms and functions of the structure items that they have been exposed to. It is aimed at helping the learners to check or revise their Generalization. Thomas 1984 says that reinforcement sharpens the individual’s attention or concentration for the second task p. 81. In this part, the students presented the result of their works in Generalization PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 45 phase. The teachers here were to give feedback if there were mistakes from the presentation. Besides, the teachers were to give a reward after the students performed. d. Application Application is the learning stage when students are given opportunities to use or apply the structure item that they have learned to communicate, either receptively or productively. Kenneth 1976 states that the objective of the application is to determine whether the students know how to apply grammatical forms that have previously been presented p. 83. The section that was put in this phase was called Writing. At this section, students were to apply what they had got in the previous stages to make a simple writing by focusing on grammar.

D. Preliminary Field Testing

At this stage, the researcher presented the result of material evaluation questionnaires. As mentioned in chapter III, the researcher distributed the questionnaires to three experts. They were one English teacher of SMPN 15 Yogyakarta and two ELESP lectures of Sanata Dharma University. The researcher chose those experts since they had many experiences in teaching English. Furthermore, there were two parts that were shown at this part. They were the description of the evaluation of the material designed respondents and data presentation.