3. Developing the Outline of the Designed-Materials
Having accomplished the outline of the materials, the writer then developed it. In this step, the writer developed the rough draft of the materials
based on the results of the needs analysis and the curriculum demand. Considering that the students had high interest in fiction stories, the writer developed the
materials with various fiction stories in which the students were able to apply storytelling technique. In this respect, the writer also fulfilled the demand of the
curriculum dealing with narrative text. Thus, the materials enable the students not only to explore their storytelling technique but also to enrich new knowledge
through the texts. In addition, the writer integrated at least three skills in each unit. The
writer developed eight units in which every unit had five activities which aimed to help the students learn more easily and more meaningfully. Each unit of these
designed-materials consisted of What do You Know about it?, Let’s Find It Out , Tell Me More, Let’s Work on It, and Welcome to the Show. In the first stage,
What Do You Know about It? , the students were able to do brainstorming
activity towards the topic. Having clear description about what the topic was, the
students were able to enhance their listening ability in the second stage, Let’s Find It Out.
The writer also inserted some language functions in this stage. Then,
Tell Me More aimed to develop the students’ speaking and reading ability.
Grammar was also inserted either in the second or the third session. The fourth
step, Let’s Work on It, enabled the students to deepen either reading or writing
ability or both of them. Eventually, the students were able to deepen their
speaking proficiency in the last stage, Welcome to the Show. To sum up, the
writer offer some advantages in each stage.
4. Conducting Preliminary Test
Accomplishing the materials, the writer carried out a preliminary test which involved distributing the questionnaire for the design evaluation. The writer
investigated the participants’ opinions and beliefs about the designed-materials using stories based on integrated language-learning approach. The writer collected
some information whether the materials fulfilled the students’ needs, whether the material matched with the objectives, whether the level of difficulty was
appropriate for the students and whether the materials were already well arranged. In order to obtain feedback about the designed-materials, the writer
distributed the design evaluation questionnaire to two Master Degree lecturers of the English Language Education Study Program of Sanata Dharma University and
an English teacher of SMA Negeri 11 Yogyakarta. Those respondents were chosen based on the consideration that they had enough experiences in English language
education field since they have been teaching for more than 20 years. The respondents were able to read and learn about the designed-materials and the
syllabus before completing the questionnaire. The writer utilized both closed-ended and open-ended questionnaires. In
the closed-ended one, the writer applied five points of agreement to evaluate the designed-materials. The points of agreement were the same as the student’s
questionnaire that are presented in Table 4.2 on page 45.
Based on the result of the closed-ended questionnaire, the average point of the respondents’ agreement towards the materials ranged from 3.3-5. The average
point of agreement mean was 4.06. The average median was 4.23 and the average point of the mode was 4.37. Therefore, the result was interpreted that the
respondents gave positive feedback and opinion towards the designed-materials. It could be concluded that the materials were acceptable. The complete results of the
design evaluation are summarized in Appendix C on page 81.
T
he writer also acquired some positive opinions, comments and constructive suggestions in the open-ended questionnaire. In summary, the
respondents stated that the materials had some strength. The materials presented interesting and various texts, illustrations and lay out. Besides, the materials were
suitable for high school students since the materials were really integrated. Furthermore, the respondents suggested that the writer include vocabulary
exercises and language functions. The respondents also advised the writer to reconsider the use of “functional text” in the syllabus and pay more attention to
the credit line for quotedadapted materials.
5. Carrying Out Main Product Revision
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