196
No. Before
After
3. In some parts, the use of headings and italics were not
consistent. Examples:
The use of heading in unit I, task 1 and 2: The researcher mentioned “Mr. Hall,” but in unit 3 to 10, the researcher
mentioned “He.” The use of heading in unit 2 and 6: The researcher
mentioned “I” and “You” but the characters were not clear.
The use of bolds to highlight the clues and important information in the instructions page 6, 15, 16, 18, etc.
The researcher rechecked and revised the use of the headings and italics.
197
No. Before
After
4. In some parts, the illustrations comic strips, pictures, and
map were not clear. The researcher found that it was because different printer
produced different quality, and it was not easy to find good printer and the same printer to print all of the materials.
5 Some pictures in the comic strips did not show clear action
that was done by the characters. The researcher revised the illustrations by changing the
position.
C. Supporting Materials
1. In some PPT files, the instructions of the task were not clear.
Examples: Unit 2: A Treasure Hunt – Giving Direction
In Let’s Play task there was no instruction how to use the multimedia materials it was an option or what.
The researcher rechecked and revised the instructions. The researcher provided some instruction related to the
multimedia materials in the workbook,
2. In some parts of the answer key, the answers did not match
the correct answers or the tasks so they could cause ambiguity.
Examples: The criteria for the correct answers of the grammar,
The researcher rechecked and revised the answer key. The researcher provided pictures to show the correct
arrangement of the jumbled texts. The researcher provided more criteria to show the correct
198
No. Before
After
writing, and creative tasks e.g. create a greeting based on a certain event were too limited.
The correct arrangement of the jumbled texts descriptive text, an announcement, and procedural text was not
clear. answers of the grammar, writing, and creative tasks.
D. Learning Objectives
1. In unit 2 and 6, the formulation of the learning objectives
was not clear and specific. It was because one formulation consisted of two different actions.
Examples: Identify the sequence of paragraphs in the descriptive
text.” The researcher rechecked and revised the objectives.
Examples: “Identify the correlation of paragraphs in a descriptive
text .”
“Identify correct adjectives to complete noun phrases.”
199
No. Before
After
“Complete the noun phrases using adjectives.” “Practice a song.”
“Create and label some locations in a map based on the
conversation.” “Examine and classify the information based on the give
identity cards.” “Identify important information by listening to a song.”
“Practice pronunciation by singing a song.” “Identify locations based on the given directions.”
“
Identify important information based on the given identity cards
.” “Classify the information based on the given categories.”
2. The presentation of the learning objectives and the goals was
ambiguous. It was because the researcher formulated the goals using the learning objectives terms.
The researcher provided the list of objectives for all units in the complementary page of the workbook and a list of
goals in the cover page of each unit. The formulation of the goals was not measurable and
specific. The researcher rechecked and revised the formulations of
the learning objectives and the goals.
E. Stories
1. Some stories did not show the use of language for
communicative purpose that grade VII students of junior high school often experienced.
In unit 2, the researcher used adventure story to deliver The researcher did not change the context of the situations
because it had been the framework of the stories. Besides, the context did not significantly influence the materials.
200
No. Before
After
the materials announcement and asking and giving direction.
In Unit 6, the researcher used detective story to deliver the materials identity cards and asking and giving
information.
2. The plot of some stories was too complicated, especially the
relation of each story to other stories. The researcher did not present complete plots.
The researcher did not change the plot of the story because it would spend too much time. Besides, misunderstanding
on the story would not affect the success of the learning and teaching process.
F. Language
1. In some parts, the language was too difficult for grade VII
students of junior high school and unnatural. The names of persons and place, e.g. The Blacks the
Black family, K a person’ name, O’ Café a place’ names, etc.
The use of complex sentences. The use of passive sentences.
The use of exclamations. The use of direct speeches in the comic strips.
The use of unfamiliar sound effects in the comic strips, e.g. foot steps, knocks on the door, vibrated phone, etc.
The researcher rechecked and revised the language. The researcher provided clues and repeated the use of the
unfamiliar names of persons and places. The researcher tried to find commonly used English sound
effects.
