Supporting Materials CONCLUSIONS AND RECOMMENDATION
F. Language
1. In some parts, the language was too difficult for grade VII students of junior high school and unnatural. The names of persons and place, e.g. The Blacks the Black family, K a person’ name, O’ Café a place’ names, etc. The use of complex sentences. The use of passive sentences. The use of exclamations. The use of direct speeches in the comic strips. The use of unfamiliar sound effects in the comic strips, e.g. foot steps, knocks on the door, vibrated phone, etc. The researcher rechecked and revised the language. The researcher provided clues and repeated the use of the unfamiliar names of persons and places. The researcher tried to find commonly used English sound effects. 201 No. Before After 2. There were some grammatical mistakes in the comic strips and the tasks. Subject inconsistency Tenses inconsistency. Missing verbs. Singular and plural mark inconsistency Missing capital letters Incorrect prepositions and conjunctions Missing punctuation Incorrect arrangement of the complex sentences Word cutting The researcher rechecked and revised the grammar. 3. In some parts, the vocabulary was too difficult. use of technical terms, e.g. prominent, amulets, battle ship, patisserie, whisk, substance, etc. The researcher provided clues pictures or contexts. The researcher provided more vocabulary exercises.G. Social and Cultural Contexts of the Stories
1. Some parts of the stories did not show appropriate language that applied or related to certain culture. In Unit 4, the context of the written messages did not show the politeness. The researcher rechecked and revised the context and the language. 2. There was no clear example that showed the relation The researcher added some language expressions andParts
» Research Problem Problem Limitation
» For Grade VII Students of Junior High School
» For Parents Research Benefits
» For Material Designers and Other Researchers
» Integrated Approach Workbook Definition of Terms
» Task-Based Language Teaching Definition of Terms
» Grade VII Students of SMP Negeri 2 Yogyakarta
» Research and Development Method
» Goals, Topics, and General Purposes
» Learner Characteristics Learning Objectives
» Subject Content Pre-Assessment Instructional Design Model
» Teaching or Learning Activities and Resources
» Support Services Evaluation Instructional Design Model
» Teaching Grammar and Vocabulary
» Teaching Four Language Skills
» A Conceptual Basis of TBLT Definitions of Task
» Problem Solving Sharing Personal Experiences
» Grading, Sequencing, and Integrating Tasks
» Pre-Task Phase Theoretical Description
» Snapshot Conversation Theoretical Description
» Grammar Focus Fluency Exercise
» Pronunciation Listening Theoretical Description
» Word Power Theoretical Description
» Key Concepts of Assessment in TBLT
» School Level Based Curriculum of 2006 Grade VII Students of Junior High School
» Theoretical Framework REVIEW OF RELATED LITERATURE
» Research and Information Collecting
» Planning Materials Development Research Method
» Materials Validation Revision Research Method
» Research Setting RESEARCH METHODOLOGY
» Grade VII Students of Junior High School
» Practitioner Participants of Materials Validation
» Classroom Observations Instruments of Research and Information Collecting
» An Interview Instruments of Research and Information Collecting
» Instruments of Materials Validation
» Data of Planning Data of Materials Validation
» For the Data from Classroom Observations For the Data from an Interview
» Research and Information Collecting Questionnaires
» Materials Validation Questionnaires For the Data from Questionnaires
» Research Procedure RESEARCH METHODOLOGY
» Students’ Motivation and Attitudes
» Students’ Needs Students’ Characteristics
» Students’ Interests Students’ Interests, Difficulties, and Capabilities
» Students’ Difficulties Students’ Interests, Difficulties, and Capabilities
» Difficulties in Listening to English Stories
» Difficulties in Reading English Stories Difficulties in Listening
» Difficulties in Grammar Difficulties in Vocabulary
» Students’ Capabilities Difficulties in Pronunciation
» Learning Objectives RESEARCH RESULTS AND DISCUSSION
» Subject Contents RESEARCH RESULTS AND DISCUSSION
» The Beginning The Framework of the Unit
» The Forms, type, and Themes of the Stories
» Plots The Elements of the Stories
» Characters The Elements of the Stories
» Settings The Elements of the Stories
» The Titles of the Workbook and the Stories
» Communicative Tasks Grammar Tasks
» Vocabulary Tasks Listening Tasks
» Speaking Tasks Teaching or Learning Activities and Resources
» Reading Tasks Teaching or Learning Activities and Resources
» Writing Tasks Teaching or Learning Activities and Resources
» Language Task Pattern Creative Task
» Communicative Task Pattern Creative Task
» The Strengths of the Workbook The Weaknesses of the Workbook
» Stories RESEARCH RESULTS AND DISCUSSION
» Suggestions for the Supporting Materials Suggestions for the Learning Objectives
» Suggestions for the Social and cultural Context
» Suggestions for the Tasks Suggestions for the Flexibility
» Revision of the Supporting Materials
» Conclusions CONCLUSIONS AND RECOMMENDATION
» General Appearance CONCLUSIONS AND RECOMMENDATION
» Supporting Materials CONCLUSIONS AND RECOMMENDATION
» Learning Objectives Stories CONCLUSIONS AND RECOMMENDATION
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