Task 14 No revision
No revision Task 15
No revision No revision
Task 16 Grammatical mistake in was the
instruction “….say goodbye.” Revised
into “…says
goodbye.” Task 17
No revision No revision
e. The Revision of Unit 2
In general, the expert suggested that Unit 2 of the materials needed to be revised in terms of the content by recommending some suggestions, grammatical
revision and the authenticity of the texts. After the revisions had been done, the materials were considered as the final product of the designed materials. The
following table describes the revision of Unit 2 of the designed materials.
Table 23: The Revision of Unit 2 Unit 2
Parts of Units
Points of Revision Revisions
Unit title “She’s a Nice Friend, isn’t She?
” Revised into
“That’s Right” Task 1
Grammatical mistake in the sentence “…out there ready to develop…”
Grammatical mistake in the sentence “…is not the part of…”
Revised into “…out there who are
ready to develop….” Revised into “…is not part
of…”
Task 2 No revision
No revision Task 3
No revision No revision
Task 4 No revision
No revision Task 5
No revision No revision
Task 6 No revision
No revision Task 7
No revision No revision
Task 8 Lack of authenticity of the texts
Revised by
adding the
exchange information
process into full context of the conversation
Task 9 No revision
No revision Task 10
No revision No revision
Task 11 No revision
No revision Task 12
Lack of authenticity of the texts Revised
by adding
the exchange
information process into full context of
the conversation Task 13
No revision No revision
Task 14 No revision
No revision Task 15
No revision No revision
Task 16 No revision
No revision
f. The Revision of Unit 3
In general, the expert suggested that Unit 3 of the materials needed to be revised in terms of the language by recommending some suggestions and
grammatical revision. After the revisions had been done, the materials were considered as the final product of the designed materials. The following table
describes the revision of Unit 3 of the designed materials.
Table 24: The Revision of Unit 3 Unit 3
Parts of Units Points of Revision
Revisions
Task 1 No revision
No revision Task 2
No revision No revision
Task 3 No revision
No revision Task 4
No revision No revision
Task 5 No revision
No revision Task 6
No revision No revision
Task 7 No revision
No revision Task 8
Lack of variant in presenting the model of expressions
Revised by adding the variant of the model
expressions
Task 9 No revision
No revision Task 10
Grammatical mistake
in the
question “What do they say to the one another.”
Revised into “What do they
say to
one another.”
Task 11 No revision
No revision Task 12
No revision No revision
Task 13 Grammatical
mistake in
the sentence “Kania’s brother just
accepted in a university.” Revised into “Kania’s
brother has
been accepted
in a
university.” Task 14
No revision No revision
Task 15 No revision
No revision Task 16
Grammatical sentence
in the
sentence “Yes, I did. I live in…” Revised into “Yes, I
did. I lived in…” Task 17
No revision No revision
Task 18 No revision
No revision
Review Reflection
B. Discussion
After the data described in the previous parts in this chapter, the next part is the discussion of the research findings. The result of this research is an
appropriate conversation book for outside speaking class activities for the junior high school students Grade VIII. This research took place at SMPN 6 Yogyakarta
and the population sample was 68 students from Class VIII-E and VIII-F. To figure out the appropriate materials for them, a needs analysis was conducted to
find out the needs of the students and their preferences concerning the conversations book.
This research followed the research procedure proposed by Jolly and Bolitho cited in Tomlinson 1998: 98 with some modifications. The steps of the
research procedure were: 1 exploration of needs, 2 contextual realisation 3 pedagogical realisation 4 production of the materials 5 evaluation of the
materials, and 6 revision of the materials. The research started by exploring the students’ needs. The needs analysis was conducted on November 27
th
, 2015 by
distributing the questionnaire to the students. The needs analysis questionnaire was conducted to find out the needs of the students in terms of conversation and
what materials should be designed to cover students’ needs in conversation. The
statements in the needs analysis cover the aspects of the goal, input, teacher role, learner role and setting.
Research findings show that most students’ goal in learning English was to
be able to develop knowledge, especially English functions and have communication in English correctly. The conversation materials they wanted
should help them provide conversation practices. The topics that they liked were the topics related to daily activities. The inputs that they preferred were
picturesphotos. They wanted to play games in the speaking activities. If there was a conversation book designed for outside class activities, they preferred the
materials presented a lot of information and explanation. They wanted to learn vocabulary by spelling the words correctly. They wanted to learn pronunciation
by pronouncing words, phrases, and sentences correctly. They wanted to learn grammar by practicing speaking activities by paying attention to the grammar.
Concerning the teacher role,
they wanted the teachers to encourage them to be active students and explain the task they should do. The role of the students
that they preferred was as to be active students. The task should be given 2-3 times a week. Most of them wanted to work in groups.
After the data were analyzed, the context realisation and pedagogical realisation were made and analyzed. In terms of realisation, the learning materials
were adjusted with the actual condition of the students. The steps enabled the
