and what suggestions for improving the process and avoidinng problems so that higher collaboration can be achieved.
6. Developing the syllabus
After selecting the teaching and learning activities, the researcher developed the syllabus. The purpose of developing the syllabus was that the
designed materials would be better organized and manageable. The syllabus may be seen in Appendix H.
7. Designing the materials
Having completed in developing the syllabus, the researcher started designing the materials. Table 4.5 below shows the list of topics and unit titles.
Table 4.5: The List of Topics and Unit Titles
Unit Topic Unit
Title
1 Greetings and
Closings What a Surprise
2 Introducing I’m
Ivy 3
Invitations Of Course I will
4 Accepting and Declining Offers French Fries?
5 Giving Instructions
Chatty, Stop Crying Now 6
Describing People Is She still Young?
7 Reporting News
What Happened then? 8
Thanking Don’t Mention It
The designed materials may be seen in appendices see Appendix I PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8. Evaluating and revising the designed materials
The last step was evaluating and revising the designed materials. The researcher distributed the materials evaluation questionnaire to the respondents.
The respondetns were three English teachers of SMAN 4 Yogyakarta and two lecturers of English Language Education of Sanata Dharma University. The
respondents were expected to give their evaluation and feedback on the designed materials. The evaluation and feedback were then beneficial in revising and
improving the designed materials.
B. The Discussion and Finding of the Designed Materials Evaluation
The writer realized that the designed materials needed some revision and improvement. The writer distributed materials evaluation questionnaire to the
respondents to obtain evaluation and feedback. There are two main parts of the discussion and finding; those are preliminary field testing and final product
revision.
1. Preliminary Field Testing
Preliminary field-testing was intended to gather data from the appropriate and qualified respondents to get inputs, such as evaluation, comments,
suggestions and feedback on the designed materials. This preliminary field-testing was conducted by distributing and gathering questionnaire to three English
teachers of SMAN 4 Yogyakarta and two lecturers of English Language Education of Sanata Dharma University. The teachers were involved in evaluating the
