The Description of the Material Evaluation.

72 were easy to be understood by students. It was agreed by half of the evaluators and the other half of the evaluators were strongly agreed about it. The language that was used in the supplementary material was simple and easy to be used by the students especially for the seventh gr ader’s students. The pictures and graphics that the writer used in the supplementary book were interesting. The contents that the writer used in the supplementary book were attractive enough to get the students ’ attention in learning English. The contents of the designed material were well elaborated. Generally, all of the contents in the supplementary book were elaborated well and appropriated for BOPKRI 1 Junior High School. In the second part of the questionnaire, the writer asked the evaluators to give some opinions or suggestions of the supplementary English material using infographic. There were four questions that the evaluators had to answer. The first question was about the evaluators’ opinion, comments or feedback for the design material. The second question was about the strength of the supplementary material. The third question is about the weaknesses of the supplementary material. The last question was about the suggestions for the supplementary material. The suggestions helped the researcher in revising the designed material before it was implemented in the school. 73 1 The Comments, Opinions, and Feedback from the Evaluators In the first questions, there were some comments, opinion or feedback from the evaluators. The first evaluator said that the designed material was well organized. The writer gave the bilingual instruction table at the beginning of the book to help the seventh grader students learnt and understood the general instruction the supplementary book. The graphic materials were very interesting and could encourage the students in learning English learn more through the book. The second evaluator said that the goal of the material was unclear. If it was focus on the reading, the reading section should attach more exercises especially in the comprehension test. It seemed difficult for the student to write down another example of phrases other expressions in English. The writer should give some clues to help the students did their exercise. The writer should be more careful in giving the exercise to make a dialogue because the students needed a lot of practices before they produced a text. Some of the pictures were attractive enough for junior high school. However, some of them seemed weird because it was like the kindergarten picture. The third evaluator said that the designed material was pivotal to rise the students’ interests and motivations towards the English instructional process. In general, the topics in the designed material could incorporate the elements of learners’ motivations. The motivation are the figures which exemplify the well- known people among the youngsters nowadays such as Justin Bieber, Afgan, and One-direction. The instructional procedures and methods are also understandably clear. Furthermore, there was a change of the organizational structure of activities; 74 for instance, individual work, pairs, small groups and whole class activities. Inevitably, the third evaluator said that were also some adaptions and modifications that need to be carried out in order to make this designed material more efficacious. First, the English-Indonesian translation found on the certain pages can be marshaled in the end of the books section which is the difficult vocabulary section. This section aimed to drum up the support for learning. Thus, the students were encouraged to have analytic approach using the pictures that have already been provided on those certain pages. Second, it was also important that the writer provided feedback form or self-evaluation grid where the students can use a tick √ to monitor and assess their success in achieving the skills on their own. Besides, the Did You Know? part could be modified by using the similar topic to the former or later topic to engage the students deeply towards the main theme discussed and most importantly to make the students more alert to any areas of significant cultural difference. 2 The Strengths and the Weakness of the Supplementary Design material. In the second question, the writer analyzed the strengths and the weaknesses based on the evaluators ’ answers on the questionnaire. The strengths and weaknesses of the supplementary material based on the evaluators’ answers were presented in table 4.7. Table 4.7 The Strengths and the Weakness of the Supplementary Designed Material Strengths Weaknesses 1. The designed material have suitable competencies for grade seven. 2. The topics are also engaging which related to the close environment. 3. The games is designed to give the 1. It has less exercise or practice to make the students to produce the text. 2. The listening section is read or listen from the teacher explanation but the students need the real audio. 75 opportunities for the whole class to produce the language in a fun and competitive way. 4. The writer chooses the easiest instruction. 5. The writer brings to the language focus using colorful visual aids that help the learners to create the mental image of the target language. 6. The graphic is attractive; it attracts students to give attention toward the lesson. It can make the student interest eye catching 7. The infographic is interesting and its content is easy to understand 8. Those colorful pictures and graphics seem to be effective to help the students visualize the experiences of using English in practical daily life. 9. The pictures are good enough looked by students therefore they would be more interesting to read some information and fill the exercises. 10. The task in the supplementary material book is also helping the students to understand more and reviewing the material. 11. The writer also write about pronunciation that can help the student to pronounce it 12. The assessment section can measure the students understanding. 13. The writer provides many beneficial information and exercises for the students. 14. There is a lot of new information that the students will get from this material such as “did you know”. It will be better if you also put the jokes. 15. The songs are the best section, because it can improve their creativity. 16. There are various activities. The production activities in this designed material also have the students to use the 3. There is still minor grammatical error, like typo on page 11 Your welcome should be revised with You’re welcome. 4. The division section of the unit should be more consistent and related. 5. The title of each chapter is not categorized using similar types of dictions. 6. The English grammar features have not maximally been made more salient to notice the basic features of the language focus discussed. 7. Perhaps the type of text and the font size can be changed, thus the words can be read. 76 grammar in their personal context. 17. The supplementary material helps the students enrich their vocabulary, understand the lesson better and to improve the students’ knowledge about English. 3 The Suggestions for the Design Material In the last question for the second part of the post-designed questionnaire, the evaluators were asked to give some suggestions to the supplementary designed material. There were many suggestions from the evaluators that could help the writer revised the designed material. First suggestion comes from the first evaluator. He said learning grammar and vocabulary was not a fun activity in the classroom. In learning grammar, the learning activities should make the students familiar toward the grammatical structure. The students also should be given some repetition on grammar exercises. This would make the students become familiar with the grammatical structure. He also added that learning vocabulary was very important for the students. Vocabulary lesson should be repeated on the exercise. The writer could include the pronunciation exercise on the vocabulary lesson. It made the students familiar toward the language. Games were the great way in learning the vocabulary. It would create the fun atmosphere in the class. The second evaluator said that the writer should read more resources related to the content that the writer chose for the supplementary book. For the supplementary designed material, the writer should attach the pictures ’ sources completely. The second evaluator said that it should be better to give some 77 expressions or texts related to the grammar before the students learnt about grammar so that the students could understand and applied it. The title of each unit was not i nteresting enough to get the students’ attention. The writer should choose an interesting topic for each unit. For the assessment section, the writer had put several vocabularies section. It would be better to use several exercises based on the vocabularies that the students learnt before. In the end of the material, the writer should add one more page that described the students’ feeling about the material that they have learnt before. The third evaluators said that the grammar on the supplementary book was not explicitly integrated well in each topic. It would be better if the writer focused on the certain language focus and highlight the similar patterns which would ease up the students to pick up the grammar using scaffolding. The third evaluator said that if the students can noticed the salient features of the language input, their grammar awareness would be improved well too. In the area of vocabulary enrichment, the third evaluator’s opinion, the writer was suggested to eliminate the English-Indonesian translation in each topic and marshall the difficult vocabulary in a single section in the end of the book. It was good that the writer still provided the phonetic transcription in each of the topic so that the teacher can assist the students to emulate the correct pronunciation. 78

5. Revising the Designed Material

After the writer distributing the questionnaire for the post-design survey and analyzing the answers, the next thing to do was revising the material. The writer revised the supplementary material based on the comments and suggestions from the evaluators. It encouraged the writer to revise the supplementary material so that the design can be better. The writer chose to revise the title of each unit of the material, the infographic that related to the language focus and the contents of each unit including the exercises. The revision aimed to make the supplementary design material acceptable for teaching Implementation and also for students.

B. The Presentation of the Supplementary Designed Material Using Infographic

This part aimed to answer the second question in the problem formulation which is “What does the set of English supplementary materials using infographic for seventh graders of BOPKRI 1 Junior High School look like? ” in the first chapter. The title of the supplementary book was English Splash which means the supplementary book that only discusses the English the language in focus. The supplementary book exercises used task-based learning. If the teacher used the supplementary material at school, it required 2 x 40 minutes to discuss each language focus in each unit of supplementary material. The supplementary book material was flexible to use if the teacher only focus in teaching the language focus of the material. The supplementary design material consisted of seven units. The units in the design material were preented in table 4.7. 79 Table 4.8 The Description of Units of Supplementary Material Design Unit Topic Title of unit Language focus Infographic 1 Social Help Me, Please. Asking and giving help service expressions Asking and giving thing expressions 2 Profession What do you do? Asking and giving fact expressions Ask for clarification Professions description 3 Clothing I like your dress. Asking and giving opinion Starting preference 4 Favorite My favorite singer is Afgan Descriptive text Simple present tense verbal Simple present tense Non-verbal 5 Quantifiers How Many Apples that you Have? Countable and uncountable noun Many and much Some and any A few, a little, and a lot of 6 Procedure Show Me How to Make Manggo Juice Procedure text Unit of measurement 7 Short Functional Text I Got your Message Notice and caution sign Invitation card Announcement Short message Greeting card In the designed material, the writer provided the instruction path to help the students understan d the book’s instruction. The instructions were translated into Bahasa Indonesia. It was presented in the beginning of the book. The supplementary book materials were contained four sub-parts for each unit. Those parts are Word bank, Let’s Get Started, Let’s Focus, and Let’s Review. The Word Bank was some compilation of vocabulary that used in each unit. It helped students to understand the vocabularies before they started to learn the material. The Let’s Get Started part was the first part of each unit which provided the introduction of the topic. This part of the supplementary book is the brainstorming activities to introduce the topic for the students. For the brainstorming activities, the writer provided some pictures and questions which 80 related to the topic. The students were instructed to answer and discussed the answer together. The second part of the supplementary book was Let’s Focus. This part presented the language focuses of each unit of the supplementary book. This part was contained infographics and various exercises related to the infographic explanation. Before the infographic explanation, the writer provided some dialogues which related to the language focus as the introduction for each infographic. The activities and exercises were related to the English skills which focused more on the reading, speaking and writing skills. The topics of the dialogues and the exercises were related to daily life situation which aimed to help the students to use English for their daily life. The third part of each unit is Let’s Review. The writer divided this part into two sub-parts which are Let’s Review and Let’s Practice More. Let’s Review was short explanation that re-explains the language focus of the topic. The students were asked to answer some questions in Let’s Practice More part to review their understanding about what they have learned from every topic. The writer added two additional parts at the end of every unit. The writer named these two parts as Fun Time and Did you Know? In Fun Time, there were some games which were required the students to work as a group. The games were related to the topic of every unit. The Did You Know part was provided some general information that happened around us every day. This part was provided to enrich the students’ knowledge.