43 2
The strengths The strengths of the designed materials included some parts. First was the
organization of the designed materials; it was systematic. Second was the presentation of the designed materials; it was interesting. Third was the material
itself; the reading texts were suitable for the students: not too easy and too difficult, the designed materials helped the students to improve their ability
especially in reading. 3
The suggestions There were some suggestions for the designed materials. First was the
instruction; the instruction “Answer the question” it is better to say “Answer the questions based on the text above”. Second was the organization; put the
questions after the text. Third was the evaluation; the evaluation of writing should be included “organization” and the range of the score should be considered.
Fourth was the theory; the researcher must consider CTL because most of the reading texts and the pictures were not from Indonesia.
5. Product Revision
In this step, the researcher used the evaluation from the experts to improve and revise the designed materials. There were some parts of the designed
materials that needed to be revised based on the results of participant in preliminary testing.
a. The Designed Materials
The first part to be revised was changing the font and size in the instruction in every unit. The researcher changed the font and size in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44 instruction in same size and font. The second part was changing the font of the
subtitle. The researcher made it bigger than before. The third was revising the unclear instructions. In the “It’s Show Time” unit 1, the instruction was not clear.
The researcher changed “Find a partner then make a story based on the pictures” to be “Find partners then write a story based on the pictures”. It was not clear
whether the story was made in written form or oral, so the researcher changed it to make it clearer. In the same section, the instruction “Find other groups to check
your summary; grammar, spelling, content and organization if you need help, ask your teacher. Next, do the revisions then submit to your teacher”
, the researcher added some words to make it clearer. It became “Find other groups to
check your summary; grammar, spelling, content and organization if you need help, ask your teacher. Next, do the revisions then submit your work to your
teacher”. The fourth part was revising the phonetics transcription in unit 1. It was
only in unit 1 because the researcher was sure it was a matter of printing, because other units were right. The fifth part was revising the mistakes in grammar use.
The researcher made grammar mistake in minimal requirement. The sixth was changing the title which did not match with the content. The researcher changed
title “ I was very Afraid” in unit 3 became “Yesterday was International day”, then “There was A Tsunami in Aceh” in unit 7 became “Headline News”. The
seventh part was completing the reading text and some explanation of theories with source.
For the suggestions, there were some suggestions that the researcher accepted and there were some suggestions that the researcher did not accept. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45 first suggestion that the researcher accepted was changing the instruction “Answer
the questions ” in the section “Let’s Discuss” in every unit became “Answer the
questions based on the text above ” because it was clearer. Second was adding
“organization” in evaluation for writing because it was important to know whether the writing was in good order or not. The third was changing the range of
scoring. The first time, there were five categories; outstanding, excellent, very good, good, and sufficient. The researcher changed it to be four categories;
excellent, very good, good, and sufficient because the researcher thought that the second scoring was simpler than the first range and it is more common compare to
the first scoring. There were two suggestions that the researcher did not accept. The first
was in the “Let’s discuss” section. The suggestion was to put the question after the text. The researcher did not accept it because according to the researcher it was
better to put the difficult words first because if the students knew the meaning of the difficult words, it would be easy to understand the reading text. The second
was about Contextual Teaching Learning CTL. One of the experts suggested considering the principles of CTL. According to the researcher the students need
to know about something that did not exist in our close environment. The students need to increase their general knowledge by reading article, news, magazine, story
which provided information about other countries. That was the reason why the
researcher did not change the picture and reading texts.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 This was the result of revision based on the feedback of the experts.
Besides, the researcher also changed the instruction in the section “Reading is Cool” and removed the instruction in the “Let’s Discuss Section”.
b. Teacher’s Guide
There were some parts in Teacher’s Guide that should exist. The researcher has not provided the key answers, students’ description and the
description of evaluation for writing. Because those were important things, so the researcher added key answers, students’ description and the description of
evaluation for writing in the Teacher’s Guide.
B. The Presentation of the English Reading and Writing Materials for
SMA BOPKRI 2 Yogyakarta
After the researcher revised and improved the designed materials based on the preliminary testing, the researcher would present the designed materials for
SMA BOPKRI 2 Yogyakarta. The designed materials consisted of two books; Teacher’s Guide and Students’ Book. Teacher’s Guide consisted of overview,
syllabus, lesson plan and key answers. The students’ book consisted of eight units. Every unit had the same step for the activities. There were five steps which were
made based on CIRC’s principles. They were:
1. Do You Know?
In this stage, there were some questions related to the topic. The questions helped the students to explore their background knowledge about the topic and
build the curiosity about the topic, so they would be interested in the topic. Besides, in this stage the students were given a story and questions to build
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
