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made a dialogue dealing with menu packages. After that they learned about will. They, then, reflected the unit lesson through answering some questions. As project
progress, the teacher checked the blueprints of students’ project. In the seventh meeting, the students learned about unit 6. It was conducted
on December 18, 2016. As a warming up activity, the students matched the descriptions of wedding contract with their part names. Then, the students read a
sample of wedding contract. As the students would explain the wedding contract to the clients, therefore, they learned about how to explain a wedding contract. As
main activity, they were about to explain wedding contract based on the given wedding contract. After that, the students learned about dates and did an exercise.
The students reflected the unit through answering some questions. As project progress, the students were informed and taught how to deliver a presentation
properly. Unit 7 was implemented in the eighth meeting. It was conducted on
December 19, 2016. To warm up the students, a picture of wedding rundown was used. They answered some questions related to the wedding rundown. Then the
students read a sample of international wedding rundown and completed some sentences that were used as formulas to explain the wedding rundown. As the
main task of the unit, they were asked to make a dialogue related to the wedding rundown. Reading times was then done afterwards. The students also did some
exercises related to times. To reflect the unit’s learning process, the students answered some questions. Meanwhile, to check the stu
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project presentation, the teacher checked their readiness by asking them to read the script of the presentation and correcting their pronunciation.
The last meeting was conducted on January 3, 2017. Two big agendas on this meeting were post-
test and students’ project presentation. In giving the post- test, the test questions were like pre-
test’s questions which cover English four skills. Furthermore, in project presentation, the students in group presented their
topic on wedding concept using powerpoint in front of the classroom.
b. Materials Evaluation
In evaluating the materials, in this main field testing step, the data obtained were from the
teacher’s field notes and interview as forms of both formative and summative evaluation. The purpose of evaluating the materials in such ways was
to get the evaluation from the perspectives of both the teacher, as the practitioner of the materials, and the students, as the users of the materials.
1 Teacher’s Field Notes Analysis
In generating the themes from the field notes of the units implementation, the focus was more on the revisions that would be useful in revising the materials.
The themes were generated into 1 there should be revision to the contents, 2 there should be revision to the exercises, 3 there should be revision to the
grammar, and 4 the students need to learn in a longer time.
a Theme 1: There should be revision to the contents
In main field testing, the teacher recognized some contents that need to be revised. The revision of the contents here was classified into minor mistakes.
Firstly, in unit 5, the pictures of the food provided were not randomly arranged. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Therefore, the pictures need to be arranged randomly so that the students can make use of them when they play with guessing food description with their
partner. Secondly, in unit 6, the name of the groom and bride should use Ms. Mrs. in order to show the consistent formality of the wedding contract. Thirdly,
still in the same unit, the sample of contract B to be used in Let’s Do It should be
revised as the content brought quite similar content with the content in contract A. The teacher field notes discussed above can be seen as follows.
[Unit 5] “Arrange the pictures randomly.”
[Unit 6] “Changeadd Ms. Mrs. to the name of the groom and bride.
” [Unit 6]
“Adjust contract B’s content.”
b Theme 2: There should be revision to the exercises
When implementing the materials, some exercises that were designed previously might not be successful in the classroom. It happened to the designed
materials being implemented. Some exercises should be revised. Firstly, in unit 3, the questions in
Let’s Begin should be revised as the questions brought confusion. Secondly, changing question should also be done in an exercise in unit
5. Thirdly, adding more exercises in Let’s Learn of unit 7 should be done as the
provided exercise did not seemed to be enough for the students. The following part of the field notes show the fields notes related to revision of the exercises.
[Unit 3]
“Change the questions in Let’s Begin. It’s a bit confusing.”
[Unit 5]
“Change one question in Let’s Do It”
[Unit 7]
“Add more exercises on time in Let’s Learn” c
Theme 3: There should be revision to the grammar
The grammar mistakes that still appeared after the designed materials being revised were categorized into minor grammatical mistakes. It can be seen
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from the use of ‘s’ in subject-verb agreement. It was also because of typographical error. Furthermore, the grammatical mistakes also occured in questions provided
in Let’s Reflect in every unit. The tenses used were actually inconsistent. This
kind of mistake was not recognized by the evaluators. The following parts are the teacher’s field notes related to the grammar mistakes.
[Unit 4] “Edit grammar.”
[All Units] “Be consistent in dealing with correct grammar for questions in Let’s Reflect in all units.”
d Theme 4: The students need to learn in a longer time
Based on the teacher’s observation in the classroom, the students enjoyed learning the units of the materials. However, one unit seemed to make them
difficult to comprehend the content. It was unit 3, a unit in which they learn about expressions of asking and giving opinions. Some unfamiliar expressions made
them quite difficult to apply the expressions in the sentences, as what was written in the following field notes.
[Unit 3] “They ask if this unit can be divided into 2 meetings due to
the level of difficulty of the contents within. ”
[Unit 4] “In dealing with wedding contract, the students seem like demanding one more meeting, perhaps?”
2 Interview Analysis as Formative Evaluation
The purpose of conducting in-depth interview was to implement the formative evaluation. It was also aimed
to get students’ evaluation right after they learned every unit. The discussion protocol covers two major categories: task-
based and project-based learning. In dealing with task-based learning, the questions were classified into learning objectives, warming up activities, learning
input, comprehension check activities, English skills, examples, activities, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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instructions, level of language, and layout and design. Meanwhile, the questions related to project-based learning cover the instructions, results, obstacles, and
teacher’s help. After transcribing the focus group discussion, the data analaysis was done
using coding categorization. Some themes were generated into four themes and already covered both task-based and project-based learning. Those four themes
are 1 there should be revision to the pictures, 2 there should be revision to the contents, 3 pronunciation practice should be added more, and 4 related to
project-based, there should be more explanation on particular steps.
a Theme 1: There should be revision to the pictures.
Some pictures in the designed materials were still not appropriate, therefore, the pictures needed to be changed. The use of inappropriate pictures
came from unit 2. In unit 2, there were provided some pictures that represented wedding structure. Two of the pictures were considered inappropriate due to the
indescribable pose of the couple and also unclear situation. The following interview part contains the students’ suggestion related to the pictures in unit 2.
[Unit 2] “For the visual, in our opinion, what is it, sorry, maybe there are unclear pictures. Like what is done in Ijab. The picture is clear.
They shake their hands. However, in panggih, the picture has not yet represented the panggih itself. Maybe you can look foor another
appropriate picture. And also for the picture of wedding party” On translation; M Ie 58
– Ie 61; page 289
b Theme 2: There should be revision to the contents.
The designed materials contained some contents that need to be revised. Firstly, unit 3 dealt with expressions of asking and giving opinion. The students
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an exercise or created a dialogue. The difficulty of several expressions was because of the infrequent and unfamiliar use of them. It can be seen from the
following interview part. [Unit 3] “The dialogue is getting longer and we should think about
the answer for our improvisation. Something like that. This maybe needs two meetings to make us understand.” On translation; M Ie
102 – Ie 103; page 291
Secondly, the content that needs to be revised was the input that
should be given in unit 4. Unit 4 dealt with wedding brochure, in which in the warming up activity, the students were asked to make a sentence
represented in the wedding brochure. They realized that they found difficulty in saying a sentence that represented the wedding brochure.
Therefore, they suggested the teacher to provide an example of sentence. The suggestion can be seen from the following interview part.
[Unit 4] “You asked us to make a sentence from the content of the wedding brochure, right? What we did was taking a sentence from
previous unit. Maybe, you can give us an example on how to say it.
but later on, we cannot use the example. So we can make use of it.” On translation; M Ie 117; page 292
c Theme 3: Vocabulary and pronunciation practice should be added more.
Vocabulary and pronunciation, which are included in micro skills, should be added more. The designed materials probably dealt more on macro skills that
made the learning process in the classroom provided less focus on learning micro skills. This kind of concern was felt by the students which made them show their
difficulty when they dealt with vocabulary items as well as the pronunciation practice. Their sharing can be seen from the following interview part.
