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4. Layout and pictures
The designer has to make the pictures bigger, so that it would be clearer and put more pictures related to Amanjiwo’ property.
4.1.2.2.3 The Result of Preliminary Application
Conducting preliminary application was one of the ways that was done by the writer in validating the materials, and scored subjectively by the writer. Due to
the limited time of concierge personnel’ schedule, the preliminary application was done to apply the last unit, Selecting Location, the unit was conducted in two
meetings. The goal of preliminary application was to observe the teaching-learning
activity; whether the learners motivated to learn the materials or not. Then the result was used to improve the final version in revising the materials. The roles of
the learners in teaching-learning activities were formulated on table 4.10, analysis of the pilot application of the designed materials.
The check marks √ in column are indicators whether the learners were
active or passive, motivated or had not learned the designed materials shown in the table. Most of them were active, and motivated in learning the designed
materials. It was shown by the highest score, 5, that filled in the most columns. The materials were designed integrated which develops the English skills;
speaking, listening, reading and writing. From the result of the preliminary application that is shown in the table 4.11, most of the learners were very
motivated to learn speaking activity, reading activity, and speech work, it showed
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by score 5. It is because those activities challenge them to produce something orally. Besides they learned how to pronounce words, they add their vocabulary
directly if the teacher or other friends correct what they pronounced and add new vocabulary.
The learners were motivated in learning listening activity and vocabulary activity, which showed by score 4. It is because their limited time, some of them
have to leave the class because of duty, so they did not have enough time to listen to the materials. It was the same with the vocabulary banks activity, even though
this activity is effective because their vocabulary were added with the new ones, sometimes they did not have much time to open a dictionary when they are asked
to looked for the meaning, antonym of the words. The learners were not really motivated in writing activity and language
focus activity. They said that only part of their job needed writing skills. In language focus sections, half of the learners did not have much time to
concentrate on the exercises. Generally, the result of preliminary application could be summarized that
the learners actively answered the questions and described pictures on the designed materials. The result of the preliminary application can be shown on the
table 4.10, analysis of the pilot application of the designed materials.
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Table 4.10: Analysis of the Pilot Application of the Designed Materials Grade of the Learners’ Participation
Passive Active Sections
The Learners’ Participation 1 2 3 4 5
Preview Activity
1. Answering the questions 2. Interpreting the pictures.
√
Speaking Activity
1. Performing the situations.
2. Mentioning the expression.
3. Discussing in pairs.
√
Writing Activity
1. Writing a letter.
2. Replying to the faxes and emails.
√
Reading Activity
1. Answering the question on the text.
2. Discussing the meaning of words.
√
Listening Activity
1. Listening to the type scripts.
2. Recording student’s voice.
√
Language Focus
Section 1.
Discussing the materials in language focus.
2. Practicing some examples in it
√
Vocabulary Bank
1. Mentioning the meaning of words.
2. Matching the words.
3. Filling the blanks.
4. Finding the synonyms of words.
√
Speech Work
1. Pronouncing words according to its intonation.
√
4.2 Revising the Materials
The data from the descriptive statistics showed that the materials were good, which means that the materials already fit the learner’s needs as concierge
personnel. But, still, revision and improvements were needed. The improvement and revisions on the designed materials were that the writer has to do was provide
clear instruction on the tasks, it is because some of the instructions on the tasks in each unit were not clear. Changing the size of the pictures into bigger ones, it is
because the learners cannot see the events that happen on the pictures if they are too small. Adding some games in each unit, the writer decided not to add some
games because the aim of the teaching and learning of those designed materials
