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From the highest score of data questionnaire, the difficulty of listening faced by most of Junior High School students in class target was about
understanding what the native speakers said because they spoke quickly.
5
Speaking skill Grammar mastery.
36 1
2,8 Confidence.
36 10
27,8 Pronunciation mastery.
36 2
5,5 Vocabulary mastery.
36 4
11,1 Afraid to speak
English. 36
19 52,8
From the highest score of data questionnaire, the difficulty of speaking faced by most of Junior High School students in class target was about their
shyness feeling to speak English in class.
6
Reading skill Grammar mastery.
36 Vocabulary mastery.
36 6
16,7 Reading
comprehension. 36
30 83,3
From the highest score of data questionnaire, the difficulty of reading faced by most of Junior High School students in class target was about
understanding texts in reading comprehension.
7
Writing skills Arranging a sentence.
36 3
8,3 Making a sentence.
36 23
63,9 Filling the missing
words. 36
10 27,8
From the highest score of data questionnaire, the difficulty of writing faced by most of Junior High School students in class target was about making a
sentence in grammatically correct.
From the data about the students’ lacks mentioned above, it can be concluded that Junior High School students in class target still have their own difficulties in mastering English language
skills. As a result, additional English materials which serves more on the learning exercises toward the English language skills needed to be developed.
b. Procedures
The data questionnaire about procedure were presented to dig up the way the English teacher and students in class target did the English teaching and learning process in class. The data were
presented below. Meanwhile, the explanations came afterward.
Table. 3 questionnaire response toward the procedures of scientific approach
Item Number
Questions Items Answer
N F
9 Do you usually read, watch or
listen the examples of texts related to the themes you will
learn ? a.
Yes 36
8 22,2
b. Usually.
36 4
11,1 c.
Sometimes. 36
20 55,5
d. No.
36 4
11,1 10
Do you usually formulate and ask your own questions in learning
English? a.
Yes. 36
9 25
b. Usually.
36 9
25 c.
Sometimes. 36
9 25
d. No.
36 9
25
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11 Do you usually read, listen or
watching the
examples of
materials being learned from various
resources, including
textbook and manual book? a.
Yes. 36
22 61,1
b. Usually.
36 5
13,9 c.
Sometimes. 36
1 2,8
d. No.
36 8
22,2 12
Do you usually do the group work discussions which guided by your
teacher in order to discuss the materials being learned?
a. Yes.
36 10
27,8 b.
Usually. 36
18 50
c. Sometimes.
36 7
19,4 d.
No. 36
1 2,8
13 Do you usually communicate
your answers of each question you have got in learning English?
a. Yes.
36 8
22,2 b.
Usually. 36
18 50
c. Sometimes.
36 1
2,8 d.
No. 36
9 25
14 Do
you usually
do your
independent task? a.
Yes. 36
18 50
b. Usually.
36 8
22,2 c.
Sometimes. 36
1 2,8
d. No.
36 9
25 From the highest score toward learning procedures which were done through 2013 curriculum, it
can be inferred that the result of que stioning activities didn’t run well. The percentage data
presented balanced result. They were: 1 9 students always, 2 9 others usually, 3 9 students sometimes and 4 9 different students never formulated and asked the questions toward English
materials they have learnt at school. As a result, some students were active but some others were passive in class.
c. Character Values
The questionnaire data dealing with the needed characters were shown in the following table.
Table. 4 questionnaire response toward the needed character
Highest Percentage Content of questions
Students characters
Questions 15 30 Character of religion and people.
Lacks of respects. Questions 16 43
Character for nature. Not care.
Questions 17 43 Self-character.
Lacks of confidence. Questions 18 50
Character for nation. Lacks of loving.
All the characters above still needed to be improved as well as possible for the learning outcomes improvement. As a result, English material developer must develop the English learning materials
which covered the lacks of characters mentioned above.
Prototyping
The proposed product of character-based English materials was validated by experts of English language, curriculum and character building along June up to July 2016. The intensive consultation resulted a
significant revision for textbook improvement in aspects of character building and 2013 curriculum, but mostly in character building. The revision was seen in five aspects: content, exercises, communication,
language and general elements. Assessment
Final Product of ‘Character-Based English’ a.
Design
The design cover of ‘Character-Based English’ was simple and eye catching. The cover was dominated by the gradation of green and black color. Besides, the picture which was presented in the
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cover was appropriate with the theme of character education. Then, the title was already appropriate as the representation of an English book which was conducted based on character. It was simply said
that the design cover of the prototype product was good to be used as a cover of a character-based course book.
b. Objectives
