to prepare the students for the main task. The second phase, Work it out, served as the main task of the lesson. This phase tried to facilitate the
students to learn and produce language by accomplishing the activities. The third phase, Make it better, included the language focus. The last
phase, Do it over, was additional phase whose aim was to review the vocabulary given in the previous phases.
There were various kinds of tasks used in teaching learning activities. The writer designed the activities to be solved both individually
and pair or group work. Since the task based learning was meant to be used with English as the language of classroom instruction, pair and group
work would be helpful in achieving meaningful communication. Besides, pair and group works allowed the students to work together and the higher
level students would help the lower level students in finishing the task. In the following the kind of tasks used in each phase of the designed
materials as well as the purpose of each phase were discussed.
A. Come in
This phase contained activities with questions related to the topic. It aimed to help the students explore more and getting familiar with the
topic. This phase also let the students to recall their vocabulary items on the topic. Listing, ordering and sorting, comparing, and some creative
tasks were the kinds of tasks used in this phase. The students mostly worked individually or in pairs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. Work it out
This was where the main task takes place. The students were given tasks which were more complex than the previous phase. The students
were asked to work individually or in pairs. The tasks would be problem solving, ordering and sorting, and some creative tasks. The focus of this
phase was to provide the students to produce and learn the language.
C. Make it better
This phase was used as repetition of the vocabulary items. The students would do the tasks which were almost the same with the previous
phase. It provided supportive tasks so that the students could memorize the vocabularies. The students were also asked to work individually or in
pairs. In this phase, the teacher corrected the students’ mistakes that they might make during the lesson.
D. Do it over
This phase was additional phase which aimed to review the vocabulary given in the previous phases. The students did the activities
individually to know their understanding. This phase could also be done as homework for the students.
3. Preliminary Testing After the process of developing the preliminary form of the vocabulary
materials was accomplished, the next step was preliminary field testing. This step aimed to evaluate the designed materials, whether the materials were
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
appropriate, well-developed and well-designed. The evaluation was also needed to obtain comments and suggestion from the respondents on the
designed materials. The comments and suggestion would be useful to make up the final version of the designed materials. The evaluation of the designed
materials was conducted by distributing the post design questionnaire to one of English teachers of SMP BOPKRI 2 Yogyakarta and two English lecturers
of the English Language Education Study Program of Sanata Dharma University. They were selected concerning their experiences and expertise in
English language teaching. The background of the respondents was presented in Table 4.7.
Table 4.7 : The Description of the Respondents
Respondents Educational
Background Teaching
Experience Sex
S1 S2
S3 5
5-10 10
F M
Teacher 1
1 1
- Lecturers
2 1
1 2
-
From the data above, the respondents of the post designed questionnaire were all female. There was no specific reason in choosing
female respondents, because the main consideration of the respondents’ selection was their teaching experiences and expertise in teaching English. All
of the respondents had teaching experiences for more than 5 years.
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After the data of post designed questionnaire were analyzed, the next step was presenting and discussing the result of the questionnaire. It was found
that the result of post designed questionnaire was good and satisfying. In the first part of the questionnaire, the respondents were asked to state their degree
of agreement on the given statements. The degree of agreement represented how much they agreed with the statements. The degree of agreement included
degrees which ranged from 1 – 4. They were as follows.
1 : Strongly disagreeVery poor
2 : DisagreePoor
3 : AgreeGood
4 : Strongly agreeVery good
The result of the first part of the post designed questionnaire can be seen in Table 4.8.
Table 4.8 : The Results of the First Part of the Post-designed Questionnaire
No Statement
Frequency of
Occurrence
Percentage N
1 The basic competencies are well formulated
- -
- 2
The learning indicators are specific and well formulated
3 4
2 1
66.7 33.3
3 The materials help the students to achieve
the indicators 3
4 2
1 66.7
33.3
4 The materials are suitable and appropriate
for the seven grade students of Junior High School
3 3
100
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
No Statement
Frequency of
Occurrence
Percentage
5 The materials are able to improve students’
vocabulary 3
4 2
1 66.7
33.3 6
The materials are arranged systematically according to the level of difficulty
3 4
1 2
33.3 66.7
7 The teaching-learning activities are well
elaborated 3
4 2
1 66.7
33.3 8
The teaching-learning activities support the students’ learning
3 4
2 1
66.7 33.3
9 The activities are fun and motivating
3 4
2 1
66.7 33.3
10 The number of activities in each unit has
been sufficient for the time given 3
4 2
1 66.7
33.3 11
The instructions are clear for the teacher and students
2 3
1 2
33.3 66.7
12 The instructions are helpful for the teacher
and students 3
3 100
13 The layout of the materials is attractive 3
4 2
1 66.7
33.3 14 The layout of the materials is well-designed
3 3
100 15
Overall, the learning materials are well- developed
3 4
1 2
33.3 66.7
16 The “Come In” section has helped the
students to be familiar with the topic 3
4 1
2 33.3
66.7
17 The “Work it Out” and “Make it better”
sections have facilitated the students to learn and produce language by doing
activities 3
4 2
1 66.7
33.3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
No Statement
Frequency of
Occurrence
Percentage
18 The “Do it Over” section has facilitated the
students to recall and review the vocabulary they have learned
3 4
1 2
33.3 66.7
From the result of table 4.8 above, all the participants chose degree of agreement 3 and 4 in most of the statements which meant that the designed
materials were acceptable for the seventh grade students of Junior High School. In general were considered well designed although it still needed
some improvement and revision based on the respondents’ comments and suggestions in the second part of the post-design questionnaire.
In the second part of the post designed questionnaire, the respondents were asked to give comments and suggestion on the designed materials. There
were two questions proposed in the second part of the post designed questionnaire. The respondents’ comments were also found satisfying. There
were four positive comments from the respondents which indicated the strengths of the designed materials. Those comments were as follows.
1 The designed materials were well-designed and well-prepared 2 The designed materials were quite applicable and appropriate for Junior
High School students because the words taught are not too difficult. 3 The materials were attractive and familiar to the students
4 The activities were interactive, so the students could participate actively in the learning process
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In term of suggestion for the revision, there were some suggestions to help the writer in improving the designed materials. They were as follows.
1 Some instructions were too long for the students so that the students would not understand what to do easily
2 Some instructions were not clear and understandable due to the grammatical mistakes
3 It was better for you to insert some examples of the exercises so that the students could do the exercises well
4 This materials should have something more that the other books, for example by enriching the vocabulary with the more specific
5 The choice of colors should be considered All comments and suggestions above were useful and important for the
designed materials. They would be used as the consideration to revise the designed materials to be better.
4. Product Revision Main product revision was the last step in designing the vocabulary
materials for seventh grade students of Junior High School. This step was carried out to improve the designed materials based on the evaluation on the
preliminary field testing. It also aimed to obtain the final version of the designed materials.
The result of the post designed questionnaire encouraged the writer to make the designed materials better. The revision of the designed materials was
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
made based on the comments and suggestions given by the respondents in the post designed questionnaire of the preliminary field testing.
The first and second suggestion was about the instructions. The respondents stated that some of the instructions should be revised since they
were too long, not clear and not understandable. In response to the suggestion, the writer decided to accept it. It was considered important to give clear
instructions in every activity so that the students understood what they have to do. The length of the instructions should also be considered. It was revised in
simple words so that the students would not be confused when reading the instructions. Therefore, the writer decided to revise some instructions in
simple and understandable words. The next suggestion was to insert or give example on how to do the
exercise so that the students could do the exercise correctly. The writer accepted the suggestion since the writer believed that by giving them example
on how to do the exercise, it would help the students in completing the exercise.
The fourth suggestion was enriching the vocabulary with the more specific ones. The writer accepted the suggestion but the writer decided not to
change all the vocabulary. The writer only changed some of the vocabularies in some units. The writer thought if all the vocabularies should be changed, it
would change all the designed materials. The selection of the vocabularies should also be adjusted with the students’ need and competency.
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The last suggestion was the choice of the colors. One of the respondents stated that in some pictures and tables the colors were too soft,
and it would make the pictures and tables became unclear. In response to this suggestion, the writer decided to accept it. The writer, then, replaced the soft
colors with the other ones which were clearer so that it would not influence the students in doing and completing the tasks.
In conclusion, the designed materials were revised based on the suggestions from the respondents by conducting some important points. Those
were revising some of the unclear instructions, inserting the example on how to do the exercise, enriching the vocabulary, and changing the soft colors. The
revision was made to make the designed materials better and acceptable to be implemented in the real teaching and learning activities.
B. The Presentation of English Vocabulary Materials Based on Task Based
