Producing the Media Assessing the Media

5. Descr

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d. Fruit

The competenc 7 ast task is s The student tic when the ts theme of ce, indicato singing toge ts sing whil ey sing toge unit 2 is rs and learn Figure 4 ether. All of le the video ether. fruits. The ning objecti

4.15: The M

f the studen o is playing ere are co ve, and liste Menu of Fr nts stand up g. They are ore compet ening task. uits p and sing a very happy tence and 77 a song y and basic Figure 4.1 Figure 6: The Cor

4.17: The I re Compete

Indicators ence and Ba and Learn asic Compe ing Objecti etence tive Pre-listen 1 Introd The f new vocab in this stag There is s introduce ing ducing the v first stage is bularies. Lis ge. The me sound in the the new voc app me vocabularies s introducin sten and An anings of th e picture if cabularies. ple elon s ng the vocab nswer and L he new voca it is clicked bulary. Slid Listen and R abularies ar d. The follo Fruits orange es are used Repeat are t re described owing are th pineapple d to introduc the method d by the pic he slides us banan e ce the d used tures. sed to a was F sh chew Figure 4.18 pe : The Mate eel erials of the swallow e Fruits bite w 2 Task The f listening s question b 3 Task The s aimed to c picture, th students to 4 Task The th family me in the pict 1 first task is skills. Using based on the 2 second task confirm the he students o repeat afte 3 hird task is embers men ture below. Fig s listen and g pictures i e pictures. is listen an e correct an will hear t er the record listen and ntioned by th The comple ure 4.19: T d answer. I in the slides nd repeat. I nswer to the the certain ding. identify. Th he teacher. ete task can The Examp In this task s, the stude It also uses e students. W sound. The he teacher a The examp n be seen in ple of the Th k, the stude nts are aske s pictures in When the te en the teac asks the stu le of the thi the appendi hird Task ents can pra ed to answe n the slides eacher click cher will as udents to fin ird task is s ix H. 81 actice er the . It is ks the sk the nd the hown While-list In the learning p before the 5 Task The f asked to l the song. in the appe tening e while-liste process. The ey do the tas 4 fourth task listen to the The followi endix H. Figu ening stage, e theme of v sk. is listen a e song again ing is the ex ure 4.20: Th , the video video is abo and rearran n. Then, th xample of t he Exampl is used as a out fruits. T nge the inst hey rearrang the task 4. T le of the Fo an input in t he students tructions. T ge the instru The comple ourth Task the teachin s watch the The student uctions base ete task is s 82 g and video ts are ed on hown 6 Task The fi choose an of the pict the teache 7 Task The s perform th 8 Task The s fruit satay fruit is use together. 5 fifth task is l nd colour th tures for the er’s guide bo Fig 6 sixth task is he instructio 7 seventh task y in group. ed in this pr listen and id e yummy fo e task 5 are ook append gure 4.21: T s listen and p ons based on k is making They rearra roject. At th dentify. The foods and b provided be dix H. The Examp perform ac n the song. g a project. ange the fru he end of th e students li everages m elow. The c ple of the F ctions follow The teache uit satay ba e lesson, th isten to the mentioned in complete tas ifth Task w instructio r asks the s ased on the e students e song. Then n the song. sk can be se ons. The stu students to song. The eat the fruit 83 , they Some een in udents make fresh satay 9 Task The la together. T enthusiast

e. Fami

The t competenc 8 ast task is s The student tic when the ily theme of u ce, indicato singing toge ts sing whil ey sing toge unit 2 is rs and learn Figure 4 ether. All of le the video ether. family. Th ning objecti

4.22: The M

f the studen o is playing here are co ve, and liste Menu of Fam nts stand up g. They are ore compet ening task. mily p and sing a very happy tence and 84 a song y and basic Figure 4.23 Figure 3: The Cor

4.24: The I re Compete

Indicators ence and Ba and Learn asic Compe ing Objecti etence tive Pre-listen 1 Introd The f new vocab in this sta There is s introduce ing ducing the v first stage is bularies. Lis age. The me sound in the the new voc vocabulary s introducin sten and An eaning of th e picture if cabularies. ng the vocab nswer and L he new voc f it is clicke bulary. Slid Listen and R cabularies is ed. The foll es are used Repeat are t s described lowing is th d to introduc the method d by the pic he slides us 86 ce the d used tures. sed to ha F ta andsome igure 4.25: all : The Mate old rials of the sho e Family rt pretty 2 Task The f listening s question b 3 Task The s aimed to c picture, th students to 4 Task The th family me following 1 first task is skills. Using based on the 2 second task confirm the he students o repeat afte 3 hird task is embers men picture and Fig s listen and g pictures i e pictures. is listen an e correct an will hear t er the record listen and ntioned by d the comple ure 4.26: T d answer. I in the slides nd repeat. I nswer to the the certain ding. identify. Th her. The e ete task is s The Examp In this task s, the stude It also uses e students. W sound. The he teacher a example of hown on Ap ple of the Th k, the stude nts are aske s pictures in When the te en the teac asks the stu Task 3 can ppendix H. hird Task ents can pra ed to answe n the slides eacher click cher will as udents to fin n be seen i actice er the . It is ks the sk the nd the in the While-list In the learning p before the 5 Task The fo the words picture is a tening e while-liste process. The ey do the tas 4 fourth task i s of Maruko an example Figu ening stage, e theme of v sk. s listen and o’s family w e of Task 4. ure 4.27: Th , the video video is abo d match. Th with their n he Exampl is used as a out fruits. T he students l names by g le of the Fo an input in t he students listen to the iving a line ourth Task the teachin s watch the e song and m e. The follo g and video match owing 6 Task 5 Task 5 is aimed to check the students’ listening skills. It is filling the missing words on the lyric’s transcript. The teacher plays the video again while the students do the task. The following is the example of Task 5. The complete task is shown in Appendix H. It is about Chibi Maruko Chan Family There are six members in the family Maruko’s 1 is Mrs. Sumire She is pretty Maruko’s father is 2 He is handsome Maruko’s 3 is Sakiko She is tall Maruko’s 4 is Mrs Sasimi She is short Maruko’s grandfather is Mr. Tomoso He is 5 They are a happy family Figure 4.28: The Example of the Fifth Task mothe r Post-listen 7 Task The s blank in t complete t ning 6 ixth task is the family t task can be Fig complete th tree. The fo seen in Stud gure 4.29: T he family tr ollowing is dents’ Work The Examp ree. The stu the exampl kbook in Ap ple of the Si dents are as le of the si ppendix I. ixth Task sked to fill i ixth task an in the nd the 8 Task7 The s family tre can be see 7 seventh task ee based on en below. Figu k is listen n the partne ure 4.30: Th and transfe er’s descript he Example fer. The stu tion. The e e of the Sev dents are a xample of venth Task asked to m the seventh k ake a h task 9 Task 8 The last task is singing together. All of the students stand up and sing a song together. The students sing while the video is playing. They are very happy and enthusiastic when they sing together. f. Help The menu “help” is the information of all buttons used in the video program. This menu is given in order to lead the teacher to easily use the video program.

6. Assessing the Media

The video program was assessed by some English teachers before implementation to get feedbacks from them. The assessments were done by distributing questionnaires to the English teacher. There were three aspects that should be assessed by the teacher, i.e. the syllabus and program content, materials of instruction, and media. The blue print of the English teachers’ evaluation questionnaires is presented below. Table 4.9: The Outline of the English Teachers’ Evaluation Questionnaires The Purpose Questions Number Numbers of Items The syllabus and program content 1-12 12 Materials of instruction 13-21 9 Media 22-25 4 Total of items 25 The questionnaire was from the blue print above. There were 10 English teachers who participated in the assessment of the video program. The questionnaires were handed out to the English teachers to get some evaluation. The results of the syllabus and program content from English teachers’ evaluating are shown in the following table and the complete results are in the appendix G2. Table 4.10: The Results of the Syllabus and Program Content from English Teachers’ Evaluation Results Question Number 1 2 3 4 5 6 7 8 9 10 11 12 Mean Score 3.4 3.4 3.3 3.2 3.4 3.4 3.3 3.4 3.7 3.7 3.5 3.3 Total Score 34 34 33 32 34 34 33 34 37 37 35 33 Percentage of Items 85 85 83 80 85 85 83 85 93 93 88 83 It can be concluded that the syllabus and the program content were very good. It can be seen from the percentage of items of syllabus and program content which is more than 83. Table 4.11: The Results of the Materials Instruction from English Teacher’s Evaluation Result Question Number 13 14 15 16 17 18 19 20 21 Mean Score 3.6 3.4 3.3 3.6 3.7 3.2 3.4 3.5 3.5 Total Score 36 34 33 36 37 32 34 35 35 Percentage of Items 90 85 83 90 93 80 85 88 88 The table above presented that the material instructions get more than 83. It means that the material instructions are very good. In conclusion, the material instructions used in the video program are appropriate by most of the English teachers. Table 4.12: The Results of Media Evaluation by the English Teachers Result Question Number 22 24 25 Mean Score 3.5 3.3 3.4 Total Score 35 33 34 Percentage of Items 88 83 85 From the table above, it can be concluded that the media are very good. It can be seen from the percentage of the media which is more than 83. In addition, the syllabus and program content, materials of instruction and media are appropriate for the teaching of listening to third grade students.

7. Revising the Media

Some comments and suggestions from the English teachers’ evaluation questionnaires were used to revise the media. It was done to improve the quality of the product. The details of the product revision were explained below.

a. Revision I

The first revision was about the content in the students’ workbook. It was about the example for each task. The suggestions from English teachers can be seen in the table below. Table 4.13: Suggestion for Revision I Revision Target Description Suggestion Students’ assessments There is no example in each task to guide the students to understand the tasks. Please, give an example in each task you provide. The e She sugge difference english teach ested givin es between b F her commen ng an exam before and a Figure 4.31: nted on the mple for ea after revisio : Instructio e importance ach task w on are show on before R e of providi ith the firs n in the pict Revision ing the exam st question. tures below 96 mple. . The w.

b. Revis

The s program. said that t English te Revision T Colour of Befor was done compariso below. F sion II second rev The Englis the backgro eachers can Target the backgro re the revisi e by chang on of colour Figure 4.32 vision was sh teacher c ound colour be seen in t Table 4.14 Desc ound The the c ion, the basi ging the co r between b

2: Instructi

about colo commented r of the cov the table bel : Suggestio cription background cover is too ic color of t olor of bac before and ion after Re our of the d on the col ver is too d low. on for Revis d colour of o dark. the backgro ckground i after revisi evision backgroun lor of the b dark. The s sion II Suggestio Please, gi the backg ound was bl into the co on is shown nd of the background suggestions on ive soft colo ground. lue. The rev olored one. n in the pic 97 video d. She from our in vision . The ctures Figure 4 Figure 4.33: The c e 4.34: The colour back colour bac kground be ckground a efore Revisi fter Revisio ion on