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elements and provided names for the parts. . The writer chose the names based on what the students will have done as the activity in each part The clear explanations of
those parts in each unit were presented as follows: 1
Set Your Goals is the initial part which involves Input component. It provides
stimulus pictures that lead the students to brainstorm the topics. Based on these stimulus pictures, the students will set their goals of learning by understanding
the topic they will learn and knowing the aims of learning that topic. 2
Burn Up is the part which involves Content Focus component. It provides
statements that facilitate the students to present language as a means of conveying information and feelings about something. Students will burn up their
spirit in learning by working in their group discussion. After that, they will give opinions or ideas toward their group partner’s work.
3 Win-win Solution
is the part which involves Communicative Activities component. It helps the students to practice the language use in their group. Also,
the students will learn from their group partner’s work when they swap their work. In this activity, the students will learn communicatively and cooperatively
in their group and their group partner. After that, the students will develop their own dialogue creatively toward the situation chosen.
4 Get the Big Picture is the part which involves Language Focus component. The
students will get the “big picture” from teacher’s explanation on the language focus.
5 Grasp the Meaning is the part which involves Language Focus component. In
this activity the students will learn the language focus in the dialogue given. Next, the students will analyze their own dialogue particularly the use of
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language focus. From this learning, the students will grasp the meaning of learning.
6 Have Fun
is a game activity which involves Communicative Activities component. The students will have fun and refreshing activity of learning
through games. Yet, the games presented still related with the language focus which has been taught.
f. Selecting Teaching and Learning Activities
The teaching learning activities in the designed materials were anchored in the learning activities, which were developed from Contextual Teaching and
Learning and students’ interest from needs survey result. The writer developed Problem-Based Learning and Cooperative learning as the strategies provided from
Contextual Teaching and Learning. In the needs survey, the writer discovered that the English class in language program already provided these learning strategies.
Also, based on the questionnaire of needs survey, the writer met the fact that the students were really interested in games. So in these designed materials the writer
also provided games. The activities must be interesting which may trigger students’ motivation to learn, still, it should be compiled with the goals of learning. As a result,
the activities used in teaching and learning activities in the designed materials were problem-based learning, cooperative learning, and games.
2. Evaluating Designed Materials
In this step, the writer conducted the feedback gathering to gain input in the form of comments and suggestions from the English teachers and lecturers on the
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designed materials. The input was needed to determine whether or not the designed materials were applicable and supposed to be improved. Questionnaire was the
instrument to gain the feedback gathering. The questionnaire was distributed and collected from 2 November to 11 December 2006. The result of feedback gathering
would be used to revise the designed materials. In this part the writer presented the description of feedback gathering respondents, feedback gathering data, and
feedback gathering analysis.
a. Feedback Gathering Respondents
The feedback gathering data was gathered from open-closed questionnaire distributed to six respondents. The respondents contained three second grade of
English teachers in SMA Stella Duce 1 and three lecturers of English Education Study Program of Sanata Dharma University. The writer chose the second grade of
English teachers in SMA Stella Duce 1 since they were considered experienced in teaching English in the second grade of Senior High School, so their opinions were
really important for materials’ improvement. Moreover, the writer chose the English teachers of Sanata Dharma since they had experience in teaching speaking.
b. Feedback Gathering Data
The writer acquired the data about respondents’ opinion in the form of questionnaire. The data described the respondents and their opinions as the
following:
1 Respondents Descriptions
The respondents of feedback gathering were described as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
