78
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.