c. Watch My Progress
This is regular task in the end of the class. It can be done right before the lesson is over or it can be assigned as homework, depends on the teacher’s
consideration. The purpose of this part is to encourage students to reflect on their experience during class as Campbell stated that such critical observation is one
way to become more conscious of our inner world, awareness as important for teachers as it is for students Campbell, 1996: 195. Students are asked to answer
some questions provided. The teachers are demanded to motivate the students to write freely and share their achievement and difficulties. Keeping students to
share their achievement and difficulties in the class is suggested for in-depth probing of interpersonal intelligence. Students may explore their own identities
through writing that accesses self-awareness, self-acceptance, self-actualization, and self-disclosure Campbell, 1996: 217. This is effective to monitor their
learning progress and writing skill and also develop their intrapersonal intelligence. For the same time, the teacher is able to know the students better and
to evaluate teaching-learning activities. As well as resources and tasks for the designed material selection, the
writer also provided the teachers’ manual as a guide in applying the materials. Teachers’ manual consists of the rationale of the material, tasks instruction,
photocopiable materials, likewise the syllabus and sample of lesson plan.
4. Field Testing Result
The field testing phase was done by distributing post-designed questionnaire as an evaluation of the designed-material. The result of the field
testing questionnaire was utilized in order to determine the applicability and practicality of the designed material. The respondents were two English teachers
of language major in SMA Santa Maria Yogyakarta who were selected because they would be the users of the designed material. In addition, two lectures of
ESLEP of Sanata Dharma University were chosen in consideration of their teaching experiences. The background of the respondents is illustrated in table 4.8
below.
Table 4. 8: The Background of the Respondents
Group of Respondents Educational
Background Teaching Experiences
Sex D3
S1 S2
1 1-5
5-10 10
M F
Teachers -
2 -
- -
1 1
1 1
Lectures -
1 1
- 1
1 -
2 -
After the data from field-testing questionnaire being analyzed, it could be concluded that the result was satisfying. In the first part of field testing
questionnaire, the respondents should choose the degree of agreement to signify their chosen statements. The result shown the means ranged between 4–5,
indicating that the designed materials were well designed and acceptable. The standard competencies and basic competencies were well formulated.
The material were various and well-arranged as corresponded the indicators. The activities were interesting and in accordance with the MI theory. In brief, the
designed materials were considered to be satisfactory. The result of field testing questionnaire can be seen in a table 4.9 below.
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