Berilah tanda centang pada kolom yang disediakan sesuai dengan Jawab pertanyaan di bawah ini secara jelas
77
APPENDIX D THE DESCRIPIVE STATISTICS
OF THE PRE-DESIGN QUESTIONNAIRE
78
No. Statements
N Degree of
Agreement Frequency
Central Tendency
1 2
3 4
1. Saya menyukai pelajaran
Bahasa Inggris 9
3 6
3.7
2. Saya tidak menemui kesulitan
dalam mempelajari Bahasa Inggris
9 2
7 2.8
3. Saya mempunyai minat yang
besar untuk belajar Bahasa Inggris
9 1
4 4
3.3
4. Conversation class ini sangat
membantu saya mendalami pelajaran Bahasa Inggris
9 3
6 3.7
5. Saya mampu mengikuti
conversation class ini dengan lancar
9 1
5 3
3.2
6. Saya mampu memahami
instruksi yang diberikan oleh guru dalam conversation class
ini 9
1 6
2 3.1
7. Conversation class ini sangat
membantu saya dalam mengikuti kelas Bahasa
Inggris di sekolah 9
2 7
3.8
8. Materi yang diajarkan dalam
conversation class ini sangat menarik
9 1
4 4
3.3
9. Saya tidak menemui kesulitan
dalam mengerjakan tugas yang diberikan oleh guru
9 3
5 1
2.8
10. Selama mengikuti
conversation class ini saya mampu berbicara dalam
Bahasa Inggris dengan benar dan lancar
9 4
5 2.6
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APPENDIX E THE POST-DESIGN QUESTIONNAIRE
80
Part I No
Respondents’ Opinion N
Degree of Agreement Frequency
1 2
3 4
1. The standard competence is well
formulated. 2.
The basic competence is well formulated. 3.
The learning objectives are well formulated.
4. The topics are well selected and arranged.
5. The materials are interested and varied.
6. The teaching-learning activities are well
developed. 7.
The use of games to teach speaking is well developed.
8. The page layout is suitable with the topic.
9. The font is readable.
10. The use of pictures is effective to help the students in understanding the materials.
11. The instruction is clear enough both for the teacher and the students.
12. Generally, the materials are well designed.
Part II
Please give your opinion, comments, and suggestion on the set of English speaking materials using games for English conversation
class in SMP Taman Dewasa Jetis Yogyakarta. 1.
What are the strengths of the designed materials? 2.
What are the weaknesses of the designed materials? 3.
What is your general comments on the designed materials? 4.
What things should be improved in the designed materials?
81
APPENDIX F THE DESCRIPTIVE STATISTICS
OF THE POST-DESIGN QUESTIONNAIRE
82
No Respondents’ Opinion
N Degree of
Agreement Frequency
Central Tendency
1 2
3 4
1. The standard competence is well
formulated. 5
4 1
3.2 2.
The basic competence is well formulated.
5 4
1 3.2
3. The learning objectives are well
formulated. 5
4 1
3.2 4.
The topics are well selected and arranged.
5 3
2 3.4
5. The materials are interested and
varied. 5
1 3
1 3
6. The teaching-learning activities are
well developed. 5
1 3
1 3
7. The use of games to teach speaking
is well developed. 5
1 4
2.8 8.
The page layout is suitable with the topic.
5 4
1 3.2
9. The font is readable.
5 2
3 3.6
10. The use of pictures is effective to help the students in understanding
the materials. 5
3 2
3.4
11. The instruction is clear enough both for the teacher and the students.
5 1
3 1
3 12. Generally, the materials are well
designed. 5
4 1
3.2
83
APPENDIX G THE DETAILED RESULT
OF THE POST-DESIGN QUESTIONNAIRE
84
Respondents:
Teacher A A teacher who teaches English conversation class in SMP Taman Dewasa Jetis Yogyakarta
Teacher B A teacher who teaches English subject in SMPN 1 Sentolo Teacher C A teacher who teaches English conversation class in SMP Pangudi
Luhur 1 Yogyakarto Teacher D An English tutor of Alpha English Course
Teacher E An English lecturer who teaches in Sampoerna University
Detailed result of the open-ended questions: Question
Respondents Responses
1. The strength of
the materials Teacher A
The use of pictures may describe the students to know well about the materials before the
teacher teaches them. The instruction was clear for the students to
understand what to do. The variety of the games is effective to help
the students in understanding the materials easily in fun activities
Teacher B The layout is very colourful and interesting. It
is fit to Junior High School students’ characteristics.
Teacher C The strengths of the designs are the colourful
layout, the interesting learning topics, and the well-developed materials.
Teacher D The material is very simple and interesting for
the students. It reflects the students’ needs. Easy to understand and if the plans run well,
the materials will be effectively used to
develop the students’ speaking skills. Teacher E
The layout is really good and colorful, suitable for SMP students.
The tasks are moderately varied. Every task has instruction.
2. The weaknesses
of the materials
Teacher A Less activities
Teacher B There should be some more activities in each
unit. Teacher C
Add some more activities because more practices will lead the students to be able to
speak up.
85
Question Respondents
Responses
Teacher D There is no guidance for the grammar
building; in fact, the students need guidance in composing a new sentence and question with
the correct pattern. So, in the arranging the words into a good sentence they can do it well.
Teacher E The task could have been more varied.
The instructions are inadequately stated in a more detail and specific statements.
3. The general
comments on the
materials Teacher A
Overall, I think this materials was designed clearly and effectively to teach the students.
Teacher B Generally, the designed materials are well-
designed and developed. Teacher C
Conider the time management for each unit, look at the lesson plan, the materials. Make
sure that the time given to the students is enough for them to practice
Teacher D The designed materials are good and
appropriate for the students. Teacher E
The materials are good, but it still has to be more specific, in details, and varied, since it
involves task-based learning approach. 4. The things
that need improvement
Teacher A Give more tasks in the same learning
objectives. Teacher B
The designer should add some more grammar building to help the students understand more
about the language focus part. Teacher C
The writer should check some grammatical error in several parts of each unit and try to
give more explanation on what to do. Teacher D
Mind the consistency of the use of Bahasa Indonesia.
Teacher E Some exercises need some clearer instructions.
Isn’t it better to use English in English text book?
86
APPENDIX H THE TEACHER’S AND THE STUDENT’S BOOK
Conversation Class
of SMP Taman Dewasa Jetis
Grade VII
Teac her
’s
boo k
By: Syl ia Ridzky Sutris o
HOW TO USE THIS BOOK
This book was made as the guidance for the teacher of English Conversation Class at SMP Taman Dewasa Jetis Yogyakarta. The teacher’s book contains instructional materials for speaking
materials. This book focuses on one of the English skills, speaking skill. The activity in the book is provided to drill the students and enhance the students’ speaking skills. The student’s book consists
of materials and exercises that can develop the speaking skill of the students. The materials applied task-based learning. The provided tasks aim to dig more students’ speaking skill.
The aim of this book is to help the teacher implement the materials in the Students’ Book more effectively. The book provides four elaborated sections: 1 overview of the learning materials, 2
syllabus and lesson plans, 3 answer key to exercises, 4 task materials that can be photocopied. The overview of the materials will elaborate the principles of task based learning as the focus
of providing the materials. The use of syllabus and lesson plans in this book is as the guidelines for the teacher in the teaching and learning process. The teachers can also mind the allocated time that
has been made in every meeting so that they can estimate the portion of the material that is going to teach.
The writer,
Sylvia Ridzky Sutrisno
THE OVERVIEW OF THE DESIGNED MATERIALS
This book was designed by using task-based learning as the teaching principles. Task based learning is an educational approach which uses tasks as the prominent unit of planning instructions
in language teaching. The main characteristic of task-based learning focuses in the experiential learning where the learners’ past experiences become the starting point in learning, while their per-
sonal experience when doing the tasks becomes the central point of learning. Moreover, task-based learning gives the learners more opportunities to experiment with the
language without paying attention more to the grammar rules in their mind. In having this kind of learning principle, the students will be able to learn grammar more effectively after they have the
opportunities to experiment with the grammar that they will have by doing the tasks. Here are the three phases that appeared in every meeting as the teaching and learning activities
based on task-based learning principles. A. LET’S GET SET
This phase appears in the beginning of a unit as a pre-task phase. In this phase, the teacher
relates the students’ daily activity and past experience with the topic. This phase’s purpose is to re- call students’ background of knowledge on the topic. The teacher leads a classroom discussion in
discussing the answer of the questions. In this phase the students also get the main materials of the topic.