49 other students listened to their friend and they could give comments on their
friends ‟ performances.
In the post-activity, the students got the feedback from their friends and the teacher after all the students finished sharing their work in front of the class. The
writer commented on the students‟ content, mispronunciations, voice audibility
and so on.
7. Designing Materials
After determining the topics, the subject contents, the learning activities and developing the syllabus, the writer designed the materials. The materials
consisted of eight units with the same subject contents. The students used mind mapping as the media to help them map their ideas. Some of the titles were
adapted from the questionnaire‟s result from the students. The writer made every
unit had different title and made it familiar to the students‟ life.
The table below shows how the writer developed eight units of speaking using mind mapping materials.
Table 4.3: The Writer’s Unit Development
Unit Topic
Title
1 Expressing Love
I love you 2
Expressing Sad I feel sad
3 Expressing Satisfaction and Dissatisfaction
I don‟t satisfy with… 4
Asking and Giving Opinion What is your opinion?
5 Unforgettable Experience
I cannot forget it 6
Expressing Embarrassment I‟m so Ashamed
7 Expressing Anger
That‟s too bad 8
Expressing Annoyance I feel annoyed
50 The materials were selected based on school based curriculum which is
KTSP
Kurikulum Tingkat Satuan Pendidikan
. The writer designed eight materials because it they were enough for speaking materials in semester 2.
After finishing the eight materials for the designed materials, then the writer looked for evaluators and asked about the designed materials. The further
explanation will be discussed in the next part.
8. Evaluating the Designed Materials
After designing the materials, the writer distributed the questionnaire to the evaluators to find out the opinion and suggestion on the designed materials.
Questionnaires were aimed to get feedback to improve the materials. Those included the designed materials, the syllabus, and the example of the lesson plan.
The questionnaires were distributed to five evaluators on May 2
nd
2016 and May 14
th
, 2016 and were collected a week after. Questionnaires consisted of fifteen statements in close-ended questionnaire and four questions in open-ended
questionnaire. See appendix D.
a. The Description of the Evaluators
The evaluators were three English teachers of SMA N 1 Ngaglik and two lecturers of English Language Education Study Program ELESP of Sanata
Dharma University. The evaluators gave judgments whether the proposed of a set of instructional materials was accepted or not. The table below describes the
evaluators ‟ background of the post designed survey.
