46
Conscience
In the end of the lesson, the students are able to:
1. Share their opinions honestly. 2. Do the task given responsibly.
Compassion
In the end of the lesson, the students are able to:
1. Pay attention to their friends while doing class or group discussion.
2. Listen to their friends while they are speaking.
4 What Do
You Think? 1. Context
2. Experience 3. Reflection
4. Action 5. Evaluation
Competence
In the end of the lesson, the students are able to:
1. Identify the expressions of asking for and giving opinion from the
dialogue. 2. Mention the expressions of asking
for and giving opinion used in the dialogue.
3. Mention English meanings of vocabulary in the dialogue correctly.
4. Perform the dialogue containing the expressions of asking for and giving
opinion.
Conscience
In the end of the lesson, the students are able to:
1. Share their opinions honestly. 2. Do the task given responsibly.
Compassion
In the end of the lesson, the students are able to:
1. Pay attention to their friends while doing class or group discussion.
2. Listen to their friends while they are speaking.
47
c. Listing the Subject Contents
After determining the learning goals, topics, general objectives, and specifying the learning objectives, the researcher listed the subject contents of the
designed materials. There are four topics in four units in the designed materials, and each unit is in 2 x 100 minutes. Moreover, each topic will be for two
meetings. Therefore, there will be eight meetings in the designed materials. The lists of the subject contents in each unit will be presented in the table 4.4.
Table 4.4: The List of the Subject Contents Unit
Unit Name Subject Contents
1 Nice To Meet You
Formal greetings Informal greetings
Introducing self Introducing others
2 May I Help You?
Offering Help Accept the offering help
Refuse the offering help
3 Where Am I?
Preposition of Place Describing Place
4 What Do You Think?
Asking for opinion Giving opinion
3. Develop Preliminary Form of Product
After listing the subject contents, the researcher took the next step namely developing instructional materials. In this step, the researcher selected the
appropriate teaching and learning activities that support the students to achieve the learning objectives.
48 Designing the designed materials, the researcher employed Ignatian
Pedagogy as the background theory since Ignatian Pedagogy forms a person who is well-rounded, intellectually competent, open to growth, religious, loving, and
committed to do justice in generous service to the people of God. In this step, the researcher selected some references to design the materials. The researcher chose
some dialogues from textbooks or internet as the resource to develop the designed materials.
4. Preliminary Field Testing
The next step after designing the materials is preliminary field testing. It is in order to evaluate the designed materials and judge the suitability of the
designed materials to be implemented. The researcher conducted the expert evaluation from August – October 2013. Then, the researcher analyzed the result
of the questionnaire. The summary of the participants for the expert validation questionnaire is presented in the following table:
Table 4.5 The Description of the Participants for Expert Validation Questionnaire
Groups of Respondents
Educational Background
Teaching Experience Sex
S1 S2
S3 5 - 10
11 - 15 15
F M
Lecturers 4
1 3
2 3
2 The researcher conducted the expert validation by distributing a
questionnaire to five lecturers of the English Language Education Study Program of Sanata Dharma University. There are two parts in the questionnaire. The first
49 part consists of 11 statements and it is close-ended question where each statement
is expressed on scales 1 – 5. Moreover, the respondents have to choose the scale. The scale chosen by the respondents indicates the degree of agreement to the
statements provided. The explanation on the scale is described as follows: 1 : The respondents strongly disagree with the statements.
2 : The respondents disagree with the statements. 3 : The respondents are indecisive, neither agree nor disagree with the
statements. 4 : The respondents agree with the statements.
5 : The respondents strongly agree with the statements. The purpose of the first part of the questionnaire was to measure the
central tendency. Then, the data is presented in the form of Mean. After the data gathered, the researcher analyzed the data. The following table presents the
description of the respondents’ evaluation on the designed materials.
Table 4.6 The Frequency of the Respondents’ Opinion
No. Respondent’s Opinion On
Degree of Agreement Central
Tendency 1
2 3
4 5
N Mean
1 The basic competences are well
formulated. 2
3 5
3.6 2
The learning indicators are able to support the achievement of the basic
competences. 1
4 5
3.8
3 The learning indicators are able to
support the achievement of 3C Competence,
Conscience, and
Compassion. 1
4 5
3.8
