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clear explanation about the difference use of times in British and American was provided.
3. Main Field Testing
Main field testing is the fifth step of Borg Gal’s 1983 RD to conduct an implementation of the designed materials. This step was done after the
materials were revised. The discussion of this section was divided into four parts, namely implementation, materials evaluation, measurement data, and overview
of the suggestions. The data gathered in this step were discussed in materials evaluation, as the representation of opinion data from the researcher and students,
and measurement data.
a. Implementation
Due to
Denaya Production
’s limited of time, the implementation of the materials was done in only nine meetings. Two meetings were for pre-test-post-
test, and project presentations, meanwhile, seven meetings were for teaching and learning processes of the units. As the respondents, there were only four students
in the classroom as main team members of the
Denaya Production
. Furthermore the following discussions cover both task-based and project-based learning
implementation. The first meeting was conducted on December 5, 2016. In this meeting,
the students have not yet learned about the unit. To measure students’ English
competence, pre-test was conducted. The pre- test measured students’ English four
skills as the designed materials would train their English four skills too. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Afterwards, to make students comprehend the approach of the designed materials, giving a brief introduction about task-based and project-based learning was done.
The introduction was done within the course description. In the second meeting, the students started to learn the first unit of the
designed materials. It was conducted on December 6, 2016. In this meeting, they were set to a situation when they met their clients for the first time. As the
warming up, the students gave their opinions related to the picture in Let’s Begin.
Then, they learned about how to greet client formally and introduce selfcompany wedding organizer. Before continuing to the listening section, the students did
an exercise on vocabulary building. After that, the students answered comprehensive questions toward the recording and practiced the dialogue in the
recording. As the main activity of the unit, the students created one new profile and practiced it as if they introduced themselves to the client. It was then followed
by a section to learn basic subject-verb agreement. They did an exercise afterwards. To reflect the learning process, they answered questions provided in
Let’s Reflect Furthermore, to make them start to prepare their project presentation, the first and second step of the project-based learning were done. In
this chance, the students agreed on a theme for their project and determined the final outcome, which was presentation on wedding concept. After the students are
engaged in pairs, they discuss what the wedding concept they will use as their topic of the presentation. There are three topics: international wedding concept,
traditional wedding concept, and mixed-culture wedding concept. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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