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4 In What Have You Learnt? part, sometimes the students would find it
difficult to write the reflection because in some units there were no provided questions. This would be better if the writer also provided questions in order
to lead the students in writing the reflection such as in unit 4. 5
In It’s time to do the quiz session of unit 1, the writer should provide a
checklist for the students. This checklist would help the students in giving their friends’ performance score. The checklist should consist of criteria in
giving score. 6
The writer should give more games because games would be fun and interesting in learning English.
7 The instructions should be in Bahasa Indonesia because it would be easier for
the students to understand what they should do.
2. Final Product Revision
After evaluating the designed materials, the writer revised the designed materials based on the respondents’ comments, feedback, and suggestions. There
were five points’ revisions. The description of the revisions is as follows. 1
The writer changed or revised some instructions that were too long and complicated.
2 The writer revised some indicators that were not clear.
3 The writer revised some grammatical mistakes and misspelling in the
designed materials. 4
The writer provided some related questions in What Have You Learnt? part
in order to help the students in writing the reflection. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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5 The writer made a checklist for the students in It’s time to do the quiz
session of unit 1. The checklist consisted of some criteria that would be used in giving score.
However, there were two suggestions that the writer did not accept. First, the writer did not accept the suggestion to give more games because the writer
considered that game activities in each unit of the designed materials were enough for the time allocation. Furthermore, games were not the main materials in the
designed materials because games here functioned as the supporting activities to achieve the students’ objectives and made the learning process interesting.
Second, the writer also did not accept the respondents’ suggestions to make the instructions in Bahasa Indonesia. The writer knew that it would be easier for the
students to understand the instructions. However, these designed materials were used by the students to learn English. Consequently, the students should learn
English totally. This means that the students should open the dictionary to find the difficult words, ask their friends, and ask the teacher to explain what they should
do. Furthermore, in the end of the student’s book, the writer provided vocabulary list in order to help the students to find some difficult words in the designed
materials.
C. Presentation of the Designed Materials
In order to answer the second question in the problem formulation, the writer presents the final version of the designed materials in this part. The
designed materials consist of eight units. Those topics are: UNIT 1
: Greeting and Introduction PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
