69 pretended to be some experts and discussed in a group about suggestions they
could give to The President. The final unit was talking about go green banners. There were three
banners namely plastic bag, go green week, and one man one tree. In the discussion of the first banner, students mentioned the Indonesian translation of
some words found in the banner and made a presentation list containing any information of the banner. After reading the go green week banner, students filled
a table with any information found in the banner. Lastly, students mentioned five words or phrases related to the banner on one man one tree and then mentioned
the Indonesian translation of some phrases found in the banner. The design materials consisted of the Student’s Book and Teacher’s Book.
The Student’s Book was the designed materials it self while the Teacher’s Book was constructed to help the teachers to implement the designed materials. The
Teacher’s Book consisted of the instruction to implement the materials as well as the syllabus.
4. Results of Conducting Preliminary Field Testing
Preliminary field testing was done by analyzing the result of the post- design questionnaires distributed to two teachers and two lecturers. As mentioned
in Chapter II, they were chosen as the respondents due to some considerations. The teachers were chosen as they will be the users of the designed materials.
therefore, their judgments on the relevancy and practicality of the designed
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70 materials were very important. Meanwhile, the lecturers were chosen for their
experiences and expertise in English language teaching. The respondents’ comments on the designed materials were divided into
two. There were one lecturer and one teacher who were not really satisfied. However, all of the respondents also shared some comments. Therefore, it can be
assumed that those comments are the biggest part to pay attention on. Firstly, all the respondents mentioned that the instructions were too
complicated. They consist of many sentences. Therefore, they were not efficient and confusing. The respondents mentioned that high school students would not be
patient enough to read and understand the instructions. Secondly, they mentioned that the placement of some pictures was
disturbing. In the materials, there were two pictures which were placed behind the texts. They suggested placing the pictures beside the text because the original
function of a picture itself is to support the learners understand the materials and to encourage them to do the tasks, not to disturb the students reading the
materials. Thirdly, some activities were too ambitious. They were considered as too
complicated and too difficult for the eleventh grade students. Some materials expected the learners to mention some words which were too advace for them.
Therefore, the respondents expected the writer to pay attention on the students’ level. In the other activities, the number of vocabulary items were too many. As
the writer agreed with the respondents’ opinion, the number of vocabulary items were reduced.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71 However, for some points, the respondents had different opinions. There
were two respondents who mentioned that the learning indicators were not suitable for vocabulary teaching. In contrary, the other two respondents mentioned
that the indicators were well-developed. To respond to this problem, the writer reviewed the learning indicators and made some revision.
In addition, there was one respondent who mentioned that the materials should be numbered. Since the materials were not numbered, the respondent
found it confusing. To make the materials clearer, each activity in the materials then numbered.
Next, there was one respondent who suggested reducing the English- Indonesian translation as they were not effective. The respondent mentioned that
the students would easily forget the contents of the materials if they only did such activity. The writer agreed too reduce the number of such activity. However, the
writer still used some of them because most students mentioned that they memorized English well when they read the direct translation.
To comment on the Teacher’s Guide, there was one respondent who mentioned that the Teacher’s Guide was not necessary as long as the writer gave
clear and effective instructions. There was one respondent who mentioned that the Teacher’s Guide was not efficient as they consisted of long, complicated
sentences. Then, the numbering was not in line with the materials. Afterwards, there was one respondent who suggested the writer to give the
goals of every unit and mention the genre of the text being learnt. This was a good idea and the writer accepted the suggestion.
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72 Besides giving some suggestions to the designed materials, the teachers
were glad to see such materials because similar activities were not completely provided in reference books. They mentioned that vocabulary only got a small
part in senior high school reference books. Thus, they believed that the materials were really helpful.
In brief, the result of conducting preliminary field testing are mentioned as follow.
• Some instruction were too long and complicated.
• The placement of some pictures was disturbing.
• Some activities were too ambitious.
• Two respondents mentioned that the learning indicators were not suitable for
vocabulary teaching. In contrary, two respondents mentioned that the learning indicators were well-developed.
• The materials should be numbered.
• There was a suggestion to reduce the English-Indonesian translation
activities. •
One respondent mentioned that the Instructional Guideline was not necessary as long as the writer gave clear, effective instruction.
• One respondent suggested to give the goals of every unit and mention the
genre of text being learnt. •
The materials were very good since there was no similar material and vocabulary only got a small part in senior high school reference books.
• The teacher believed that the materials were really helpful.
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73
5. Results of Main Product Revision
