objectives of the learning process that it is going to be implemented in the materials; this is aimed to reach the goals of the learning process.
Both, teacher and researcher are having crucial important roles during the process of developing the materials, so they have to share as much as information
together in order to conduct the research keeps going.
3.9 Procedures of Materials Implementation
A material can be defined to be successfully designed and developed only after it is being implemented or applied in the field, in this context is using the materials
for teaching the students and it goes to the next step that is to be evaluated by the evaluator. The material must go through a correction process before it will be
applied. The table below describes the procedures of materials implementation.
Table 3.4 Materials Implementation
Materials
implementation:
- Materials evaluation by teacher
and advisor
- Materials being implemented in
class -
Second and third evaluations -
Reimplementation -
Final evaluation
Since the materials are not a substitution book but a supplementary book, which is for supporting teachers in finding new materials, parents in handling
English-learning in an informal atmosphere, and especially students in gaining
their involvement and concentration in learning English with general purposes then the materials are not supposed to be the main source for teachers to use.
The materials are designed to be used in both formal and informal education; it is possible for parents to use the materials to teach their kids with
special needs.
3.10 Technique of Reporting the Materials Validation
Technique in reporting the result of the analysis from this research is in description way, because the writer used the qualitative research, which is a
qualitative research has different characteristic from the other. It is not using score but it is interpreted in the form of description.
There will be three times validations from two experts, the first expert is the classroom teacher who is going to give comments and evaluate the draft of
the material. The first expert also evaluates the way of the writer delivers the materials to the students. The second evaluatorvalidator is the advisor of the
writer; the second validator emphasizes the evaluation on the content of the materials and the standard of the materials for example is for the phonetics
transcription in short words the second validator give evaluation from an expert in English teaching-learning. The table below is the first validating activity, this
covers the evaluation of the book generally.
Table 3.5 Table of Teacher’s Response
No. Pertanyaan
Validator’s Response
Ya Tidak
1. Apakah menurut anda siswa dapat menerima
materi yang diberikan? 2.
Apakah menurut anda siswa dapat memahami isi dari materi tersebut?
3. Apakah menurut anda siswa kesulitan untuk
memahami gambar, petunjuk, dan kata-kata di dalam buku tersebut?
4. Apakah menurut anda penyampaian materi
melalui buku tersebutterdapat kendala? 5.
Apakah menurut anda siswa cepat menangkap isi materi tersebut?
6. Apakah menurut anda materi yang diberikan
terlalu monoton? 7.
Apakah menurut anda siswa mengalami kendala saat dimintai konfirmasi pemahaman kembali?
8. Apakah menurut anda siswa masih kesulitan
dalam memahami isi materi? 9.
Apakah menurut anda materi yang diberikan sudah layak untuk dipakai siswa SMP LB dengan
kebutuhan khusus? 10.
Apakah menurut anda materi yang diberikan sudah berdasarkan Standar Kompetensi dan
Kompetensi Dasar?
The materials will get through the second and the third evaluations process. Validators will be given the indicators which must be fulfilled by the
writer in order to meet the needs of the students and the objectives of the materials. The indicators are aimed to indicate whether the author has solved the
problems in this teaching-learning situation or not.
The next table shows the set of indicators of the validation.
Table 3.6 The Validation of The Draft
No. Activities
Comment and Discussion
1. Lesson One
A Colorful Day
1. The theme :
2. The lesson plan:
3. Content suitability:
2. Lesson Two
Numbers
1. The theme:
2. The lesson plan:
3. Content suitability:
3. Lesson Three
My Name Is
1. The theme:
2. The lesson plan:
3. Content suiability:
4. Lesson Four
Greetings + Farewell
1. The theme
2. The lesson plan:
3. Content suitability:
5 Lesson Five
My Big Family
1. The theme:
2. The lesson plan:
3. Content suitability:
6 Lesson Six
At The Zoo
1. The theme:
2. The lesson plan:
3. Content suitability:
7. Lesson Seven
My Body
1. The theme:
2. The lesson plan:
3. Content suitability:
8. Lesson Eight
My Car
1. The theme:
2. The lesson plan:
3. Content suitability
9. Lesson Nine
I Want to be ...
1. The theme:
2. The lesson plan:
3. Content suitability:
The writer gives additional observation for the materials validation. This is aimed to see the teacher’s observation on the impact of the materials
development to the students’ involvement and concentration.The writer gives an observation form to the teacher to be filled up. The teacher must do the
observation after applying or using the developed materials in teaching his students. The observation helps the teacher to figure out the impact of the
materials and how the learning circumstances after the teacher uses the materials. The writer and the teacher can see the success rate of thematerials in achieving
the goals which is to encourage students’ involvement and concentration.The table below is the observation form for the teacher.
Table 3.7 Observation Form Ulasan
Penjelasankomentar
1. Secara keseluruhan bahan ajar
yang Anda gunakan sebelumnya apakah sudah membantu siswa
Anda untuk lebih terlibat dalam proses pembelajaran?
2. Tolong jelaskan jika iya tolong
jelaskan jika tidak. Sebutkan alasan.
3. Bahan ajar yang dibuat oleh
penulis sudah
sesuai dengan
kebutuhan siswa? 4.
Berdasarkan pengamatan Anda, bagaimana siswa merespon bahan
ajar tersebut? 5.
Bagaimana siswa
mengikuti pembelajaran
dengan menggunakan buku yang berbasis
tematik? 6.
Dalam mengerjakan setiap latihan apakah
siswa menghadapi
kesulitan? 7.
Apakah siswa memberikan respon yang baik dalam mengerjakan
latihan secara berpasangan dan kelompok?
8. Berdasarkan pengamatan Anda
apakah siswa
menunjukkan peningkatan dalam melibatkan diri
dan konsentrasi dalam proses pembelajaran menggunakan buku
yang dibuat oleh penulis? 9.
Apakah perubahan yang signifikan dalam proses pembelajaran setelah
Anda menggunakan buku yang dibuat oleh penulis?
10. Saran apakah yang Anda beri guna
untuk pemberbaikan bahan ajar yang penulis buat.
An interview is also needed to support the level of the validity of the teacher’s
observation on the students’ involvement and concentration by using the materials made by the writer.
51
CHAPTER IV RESULT OF ANALYSISWITH MATERIALS
DEVELOPMENT AND DISCUSSION OF MATERIALS IMPLEMENTATION
This chapter discusses the analysis result and the development of the materials. It gives details of the atmosphere of SLB YPAC in general, situation which the
teacher faces, and the problems solving to the problems. The writer developsthe materials for students in junior high school level. The book covers most parts of
the competences in the syllabus.
4.1 Result of Classroom Observation
An observation is made for grabbing an introduction stage between the observer and the object of the research. In this stage, the writer will obtain as much as
information relating to the situation in the classroom. Based on Hammersley and Orsmond observation is actually a good stage for teacher to get involved in the
research since an observation is aimed to reveal specific areas for improvement and teacher is the partner to discuss this matter. An observation is supposed to
share particularly innovative and effective teaching strategies and techniques; to more broadly disseminate pedagogical knowledge and expertise; to develop
effective peerself-evaluation and appraisal skills; and to provide time to intentionally reflect upon our approaches to teaching.
The observation is divided into three parts, they are: pre-observation activity, classroom observation, and post-observation; these three steps were
