Put a checkmark in the table below. How to install Hot-Potatoes version 6?

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2. Raw Data Questionnaire

Statement Points of Agreement Disagree Agree SD D A SA A SA N 1. The reading activity will be more interesting if the given exercises related with another lesson interdisciplinary course. 2 27 88 10 1.57 21.25 69.29 7.87 2. I need vocabulary exercise before the reading activity so that I can understand what I read and the meaning of vocabulary usage. 1 18 70 38 0.78 14.17 55.11 29.92 3. The reading activity will be more interesting if the students invite to be more active although the exercises using online learning medi. 1 14 82 30 0.78 11.02 64.56 23.62 4. I will be happy and will have better understanding to find the main idea of there is a picture in the text. 2 24 68 34 1.57 18.89 53.54 26.77 5. I like browsing, opening and doing English exercises in weblog. 10 41 48 34 7.87 32.28 37.79 22.04 6. It would be much better if the weblog provides syllabus so that the students know what the topics and the target. 10 20 76 34 7.87 15.74 59.84 26.77 7. Vocabulary exercises will be better if it is presented in forms of matching tasks and crossword puzzles. 23 84 20 18.11 66.14 15.74 8. Reading exercises should have correlation with daily activitylife that the students face it. 6 96 25 4.72 75.59 19.68 9. I like if the exercises use pictures, e.g. picture-cued tasks. 6 90 31 4.72 70.86 24.4 10. The reading exercises better presented in form of multiple choices, matching tasks, and crossword puzzles. 3 20 75 29 2.36 15.74 59.05 22.83 79

3. Raw Data Evaluation

No. Statements Range Disagree Agree 1 2 3 4 EXERCISE 1. The time allocation is suitable with the exercise 1 3 2. The exercise is appropriate for 7 th grade students 1 3 3. The exercise can fill the indicators given 3 1 4. The language usage is easy to understand 1 3 5. The level of difficulty is suitable for 7 th grade students and well-arranged 4 6. The statements are not ambiguous 1 3 7. The questions are easy to understand 2 2 8. The answers are not confusing 1 3 9. The given questions and answers are connected 1 3 10. There are not any mistyped in texts and exercises 1 3 HOT-POTATOES PROGRAM 1. The program is easy to administer, i.e. match- matching, crossword puzzles, and multiple-choice 1 3 2. There are not any difficulties in doing the exercises using Hot-Potatoes 1 1 2 3. The exercises in each unit are using Hot-Potatoes 1 3 4. The program can work well in the website, i.e. pbworks 1 1 2 5. There are not any difficulties to log in using pbworks 1 3 80 EVALUATOR’S FEEDBACK Participants Gender Educational Background Teaching Experience in year Female Male S1 S2 S3 5 5-10 10-15 15 Teacher 1 Teacher 2 Lecturer 1 Lecturer 2 1. The evaluators‟ feedback on how the design looked like: The design is very interesting for teen-age students and very good as a whole since English is learnt using technology. The design is very useful to improve students‟ interests in learning English. Probably, the design becomes a simple solution of students‟ boredome in learning English. 2. The evaluators‟ feedback on the weaknesses of the design as follows: The design should be more eye-catching through mind the format. The design are to plain no pictures, and less colourful for the layout. There are some pictures in exercises disappeared. There are some grammatical mistakes in the instructional page. The design does not provide students‟ comments although there are comments button but it does not work well, and it needs instruction about the purpose of the comments section. The design lack of variety exercises. 3. The evaluators‟ feedback on the strenghts of the design as follows: The design is a very easy self-accessed learning for seventh grade students, because it has clear instructions. Again, the design is easy to access, no log in required, and it can be repeated. It makes the s tudents‟ interest may be heightened since learning English is done through technology. 81 4. The evaluators‟ feedback on the given topics: The design does not have enough strength to catch students‟ attention, because the topics are just so so and it needs more up-to-date topics. 5. The evaluators‟ feedback on what the needs to improve the design: The design needs to furnish the pages with pictures and colours. The design must give an interesting topic which can make students become addicted. The researcher must make sure that the pictures appear smoothly. If it is possible, the multiple choice answersoptions are more or less of the same lenght. In addition, the design would be much better if it is using complete sentences for the puzzles and not using phrases. The design need more varied and challenging exercises. The design must have students‟ reflection in each unit. The indicators of syllabus design must use concrete measurable verbs. 82 Appendix D 83 MAIN COMPETENCE AND BASIC COMPETENCE ENGLISH LANGUAGE SMP GRADE SEVENTH GRADE 7 th MAIN COMPETENCE BASIC COMPETENCE 1. Respecting and comprehending religious lecture as beliefs Feeling gratitude to get chance in learning English language as an international communication which can be realized in an enthusiastic learning 2. Respecting and comprehending good attitudes e.g. honesty, discipline, responsibility, care tolerant, cooperation, politeness, confidentiality, through an effective interaction with others in society and nature 2.1 Showing good attitude and care with teacher and classmates dealing with interpersonal communication 2.2 Showing honesty, discipline, responsibility in doing transactional communication with teacher and classmates 2.3 Showing responsibility, care, cooperation, and peaceful, in doing functional communication 3. Understanding the knowledge factual, conceptual, and procedural based on curiosity about science, technology, art, culture related with phenomena and reality 3.1 Understanding the social function, text structure, and language in forms of greeting, permission, acceptance, and apology, and also responses, which appropriated with the context usage 84 3.2 Understanding the social function, text structure, and language in forms of introducing, and the responses, which appropriated with the context usage 3.3 Understanding the social function, text structure, and language forms to explain and ask the names of day, month, time in days, time in forms of digital number, date, and year 3.4 Understanding the social function, text structure, and language forms based on text about personal information explanation, which appropriated with the context usage 3.5 Understanding the social function, text structure, and language forms to explain and ask the names and animals, things, and public buildings numbers, which closed in students‟ daily life 3.6 Understanding the social function, text structure, and language in forms of label names text and list things, which appropriated with the context usage 3.7 Understanding the social function, text structure, and language forms to explain and ask people, animals, things‟ characteristics, which appropriated with the context usage 3.8 Understanding the social function, text structure, and language forms to explain and ask behaviouractionpeople, animals, things‟ functions, which appropriated with the 85 context usage 3.9 Understanding the social function, text structure, and language in forms of text instruction, short notice, warningcaution, which appropriated with the context usage 3.10 Understanding the social function, text structure, and language in forms of descriptive text to explain and ask about people, animals, and things‟ descriptions, very short and simple, which appropriated with the context usage 3.11 Understanding the social function and language forms using song 4. Trying, exploring, and presenting in a concrete way using, explaining, arranging, modifying, and creating and in an abstract way writing, reading, counting, drawing, and arranging story appropriate with what is to be learned in school and another related source which has similar point of viewtheory 4.1 Arranging simple text verbally in pronouncing and responding in the contexts of greeting, permitting, saying thank you, and apologizing, by giving attention to the social function, text structure, and language substance in a correct way and appropriate context 4.2 Arranging simple text verbally and written to state and ask, and to respond self-introduction, in a short and simple way, by giving attention to the social function, text structure, and language substance in a correct way and appropriate context 4.3 Arranging simple text and written to state and ask the names of days, months, times in form of days, times in form of digital, dates, and years, in a correct way and appropriate context of language substance 86 4.4 Understanding the meaning of self-explanation verbally and writing it in a short and simple text 4.5 Arranging verbal and written text to explain and ask about yourself in a short and simple way, by giving attention to the social function, text structure, and in a correct way and appropriate context of language substance 4.6 Arranging verbal and written text to state and ask the names of animal, thing, and public building which close to the students‟ daily life, by giving attention to the social function, text structure, and in a correct way and appropriate context of language substance 4.7 Arranging written text through labelling and listing a thing, by giving attention to the social function, text structure, and in a correct way and appropriate context of language substance 4.8 Arranging verbal and written text to state and ask people, a nimal, and thing‟s characteristics, by giving attention to the social function, text structure, and in a correct way and appropriate context of language substance 4.9 Arranging verbal and written text to state and ask people, animal, and thing‟s behavioursactionsfunctions 4.10 Understanding the meaning of instruction text, short 87 notice, warningcaution verbally, and in short and simple written text 4.11 Arranging instruction text, short notice, warningcaution, verbal and written, very short and simple, by giving attention to the social function, text structure, and in a correct way and appropriate context of language substance 4.12 Understanding the meaning of descriptive text verbal and written, in a very short and simple text 4.13 Arranging descriptive text verbal and written, in a very short and simple text about people, animal, and thing, by giving attention to the social function, text structure, and in a correct way and appropriate context of language substance 4.14 Understanding the meaning of song 88 Appendix E 89 COURSE OUTLINE SYLLABUS SMPMTs Subject : Bahasa Inggris Grade : 7 th Main Competence : MC 1 : Respecting and comprehending religious lecture as beliefs. MC 2 : Respecting and comprehending good attitudes e.g. honesty, discipline, responsibility, care tolerant, cooperation, politeness, confidentiality, through an effective interaction with others in society and nature. MC 3 : Understanding the knowledge factual, conceptual, and procedural based on curiosity about science, technology, art, culture related with phenomena and reality. MC 4 : Trying, exploring, and presenting in a concrete way using, explaining, arranging, modifying, and creating and in an abstract way writing, reading, counting, drawing, and arranging story appropriate with what is to be learned in school and another related source which has similar point of viewtheor 90 UNIT 1 Topic Body Parts Time Allocation 1 x 45‟ General Purpose To discuss the functions of body parts Indicators 1 Students are able to interpret the meaning of body parts‟ vocabulary by filling the crossword puzzles 2 Students are able to review the vocabulary in the descriptive text 3 Students are able to answer the items based on descriptive text 4 Students can mention the names of body parts by answering the items 5 Students are able to construct their own experience in doing the exercises through reflection‟s guideline Teaching Learning Activities 1 Reading passage: a Descriptive text of Body Parts 2 Exercises: a Crossword puzzles of vocabulary b Matching task c Multiple choice 3 Student‟s reflection Media Resources no references UNIT 2 Topic Water Cycle Time Allocation 1 x 45‟ General Purpose To discuss how water cycle process Indicators 1 Students are able to review the water cycle process through water cycle song 2 Students are able to answer the items based on water cycle song lyric 3 Students are able to answer the items based on water cycle video 4 Students are able to identify the vocabulary usage in water cycle by filling the crossword puzzles 5 Students are able to compose their own experience in doing the exercises through reflection‟s guideline Teaching Learning Activities 1 Reading passages: a Water Cycle song lyric b Descriptive text of Water Cycle 2 Video: a Water Cycle Process b Water Cycle Song 3 Exercises: a Multiple choice of vocabulary 91 b Crossword puzzles 4 Student‟s reflection Media Resources 1 Reading passages: a www.HaveFunTeaching.com b Exercise 1 adapted from http:versesofuniverse.blogspot.com c Exercise 2 adapted from http:www.kidzone.wswaterindex.html 2 Videos: a http:www.youtube.comwatch?v=8Ez9vQV154U b http:www.youtube.comwatch?v=U80LVjVX75k UNIT 3 Topic Evacuation Plan Time Allocation 1 x 45‟ General Purpose To respond how evacuation plan Indicators 1 Students are able to interpret the vocabulary usage in giving directions signs by filling the crossword puzzles 2 Students are able to answer the items in the procedure text 3 Students can give directions of evacuation plan based on the map provided 4 Students are able to create their own experience in doing the exercises through reflection‟s guideline Teaching Learning Activities 1 Reading passage: a Procedure text of Evacuation Procedure 2 Picture: a Map of Fire Rescue Plan 3 Exercises: a Crossword puzzles of giving directions signs b Multiple choice c Giving directions 4 Student‟s reflection Media Resources 1 Reading passage: a http:www.firesafe.org.ukfire-emergency-evacuation-plan- or-fire-procedure 2 Picture: a www.savsd.k12.ca.us UNIT 4 Topic Photography Time Allocation 2 x 45‟ General Purposes 1 To identify between candid and pose photography 2 To respond about drone technology in photography Indicators 1 Students are able to identify the meaning of vocabulary usage in the descriptive text 2 Students are able to answer the items given based on the descriptive 92 text 3 Students are able to categorize between pose and candid photography 4 Students are able to compose their own opinions towards the news report text 5 Students are able to construct their own experience in doing the exercises through reflection‟s guideline Teaching Learning Activities 1 Reading passages: a Descriptive text of Candid Photography b News Report of Photography Competition Using Drone Technology 2 Pictures: a Photos of candid photography b Photos of pose photography c „Capungaero‟ photo 3 Exercises: a Crossword puzzles of vocabulary b Multiple choice task towards the descriptive text c Multiple choice task using picture-cued items d Student‟s opinion towards the news report text 4 Student‟s reflection Media Resources 1 Reading passage adapted from: a www.whatiscandidphotography.com b Kedaulatan Rakyat on Monday, July 14th, 2014. Kompetisi Foto Berteknologi Drone: Fotografer Indonesia Juara . p. 13. c http:www.pikiran-rakyat.com 2 Pictures taken from: a Candid photography: photographed by Raharjo, A.B.S., and Hadiatmojo, S.P., Elite Soldier Boot Camp documentation b Pose photographs: self-collection c „Capungaero‟ photo: photographed by Dendi Pratam taken from http:www.pikiran-rakyat.com 93 Appendix F 94 A COMPILATION OF TEACHER GUIDELINE ON DESIGNING STUDENTS ’ EXERCISES USING HOT-POTATOES Compiled by: FENTY YUNIA VIANARIKA 95 A. How to install Hot-Potatoes version 6? 1. First, open Hot-Potatoes Setup in setup_hotpot_6305 and click OK button. 2. In the box, click Next button. 3. You must select “I accept the agreement” bullet by clicking it and click Next button in the title box. 4. Again, click Next button. 5. After that, click Browse button and choose folder to save the installation of Hot-Potatoes software. If you have already chosen the folder, click OK button. 6. Then, click Next button in the box. 7. Again, click Next button and choose “Create a desktop icon” or “Create a Quick Launch icon ”. Then, select Install button to start the installation. 8. Last, put a checkmark in the bullet of “Launch HotPotatoes” and select Finish button. 9. Your Hot-Potatoes is ready to use. 96 B. How to Create Exercise using JQuiz? 1. Click on the Potato labeled JQuiz. A dialog box will be displayed asking whether Beginner or Advanced mode is desired. 2. Click Yes to start in Beginner mode. The following screen will be displayed. 97 3. In the Title box, type in the name of the quiz. This function allows you to give the quiz a name. 4. To select the quiz type, use the drop-down menu immediately to the right of the Qn box.

a. Creating a multiple choice quiz:

1 Select Multiple-choice in the drop-down menu on the right. 2 Begin creating the questions, answers, and feedback. a Type the question in the Qn box where n is the question number. b Type the acceptable answers multiple choice in the A, B, C, and D boxes under the Answers column. 98 c If you wish to leave feedback, type the desired feedback for each answer in the boxes in the Feedback column. d Check the box next to the multiple choice option that is correct under the Settings column. 3 Once all entries have been made, go to File Save and save the quiz. Remember, dont put any spaces in the name. 99

b. Changing Quiz Settings:

Quiz settings are available under Settings in the Edit menu. c. Changing the Look of Your Quiz 1 Under the Options menu, choose Configure Output. 100 2 You will see the Output Menu. Here you can set instructions, supply links to other exercises, set a timer, and change colors. 3 Choose Appearance, and you can use a background graphic or change the colors by clicking on the rainbow buttons beside each quiz element. If you want more colors, you can choose hex codes here: http:www.allprofitallfree.comcolor-wheel3.html. When you are finished, hit Okay 101

d. Publishing a Quiz:

1 In order to publish your quiz, select create web page from the file menu. Then choose the option Create Web Page, and select the standard format. The standard format option will allow you to save your quiz as an html file. You will see a window that asks you where you want to save the file, and what you want to call it. Call it the same thing that you called the Hot Potatoes file, so that you can associate the two later, if you need to make changes to the web page. To make changes to the Hot Potatoes exercises, you have to make the changes to the Hot Potatoes file and then resave the file as a web file.