40 2 Does the unit present appropriate exercises which are developed from the
simplest and the easiest exercise into the more complex and difficult exercises?
3 Are the exercises in the four stages in the written cycle interconnected with each other?
4 Are the exercises in the written cycle provided with: a efficient instructions?
b communicative instructions? 5 Is the written cycle suitable with the proficiency of the students?
6 Can the written cycle encourage the students to be able to write in English fluently?
7 Can the exercises in the written cycle help the students in mastering the life skills required by written cycle reading and writing?
8 What are your suggestions for the improvement of written cycle?
E. Product Revision
It is completely necessary to revise the instructional materials designed. Revising in this point means improvement. After interviewing participants, the
data gathered were used as feedback to improve the design. The next steps were developing the rest of the units, by using the evaluated materials as models. The
improved materials were the final product of the design.
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41 CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter discussed the proposed model of instructional materials as the finding of the study, and the accountability of the proposed model of instructional
materials on short functional texts.
A. The Proposed Model of Instructional Materials
The findings of this study were eight units of instructional materials on short functional texts for senior high school students grade X Appendix 5. The
first unit entitled “Go go Gadget” was the unit which evaluated by three teachers through interview. After some revisions and improvements had been done, the
unit was used as a model in designing the other units. The whole units of
instructional materials were presented in appendix 5.
B. The Accountability of the Proposed Instructional Materials on Short
Functional Texts
There were two accountabilities of the proposed instructional materials on short functional texts. They were internal accountability and external
accountability. The internal accountability was from the writer, while the external accountability was made based on the interview with the evaluators.
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42 1.
Internal Accountability
The unit of the designed materials was divided into two cycles. They were spoken cycle and written cycle. Each cycle consisted of four stages that were
building knowledge of the field, modeling and deconstructing of text, joint construction of the text, and independent construction of the text. The cycles were
developed based on the objectives stated in the SchoolBased Curriculum.
a. Spoken Cycle
The spoken cycle emphasized on speaking and listening skills. It divided into four stages. They were building knowledge of the field, modeling and
deconstructing of the text, joint construction of the text, and independent construction of the text. In this stage students were involved in some activities in a
form of dialogues and monologues. The students’ assessment was obtained from their construction of dialogues and monologues, as they meet the objectives of the
cycle.
Table 4.1 The Objectives of the Spoken Cycle
Cycle Objectives
Spoken Cycle
1. Listening Students are able to comprehend and respond
the meaning of short functional text in any discourses
2. Speaking Students are able to express the meaning of
short functional text in any discourses
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43 b.
Written Cycle
The written cycle focused on the written short functional text construction. To evaluate the students’ learning, at the end of this cycle, the students were
expected to be able to construct written short functional text.
Table 4.2 The Objectives of the Written Cycle
Cycle Objectives
Written Cycle
1. Reading Students are able to comprehend and respond
the meaning of short functional text in any discourses
2. Writing Students are able to express the meaning of
short functional text in a form of written texts
Moreover, there were eight units presented as the final product of the study. Since each unit consists of two cycles and four stages in each as stated
previously, therefore, the accountability of one unit is similar to others. There were four sections in each unit that reflect the stages. They were:
1 Lead in reflects the stage of building knowledge of the field.
2 Knowing Deeper reflects the stage of modeling and deconstructing of text.
3 Walking Together reflects the stage of joint construction of the text, and
4 Work it out reflects the stage of independent construction of the text.
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44
The accountability of the two sections were presented as follows. Spoken Cycle
1 Lead in
There were some exercises which aimed to improve the students’ vocabulary about the topic. The exercises covered completing
dialogue, comprehension questions, and crossword. Those exercises were intended to help the students find the topic of the
text discussed in the unit designed. In the exercises, some terms on the topic were introduced to activate the students’ background
knowledge. 2
Knowing Deeper In this section the students learned the model of certain functional
text, as well as its generic structure. The exercises covered comprehension question, which aimed to find the main idea of the
text. Moreover, the students also learned the language features and terms usually used in certain topic. Furthermore, exercises on text
deconstruction were presented to help the students construct a text on the next stage.
3 Walking Together
There were some exercises in this stage which should be done in pair. The purpose is to prepare the students to work independently
for the next stage. For example, first, the students should read two classified advertisements with different product, and make a
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45 comparison between two advertised products. Then, they should
construct a dialogue based on the information collected. Principally, in this stage students were expected to be able to
construct dialogues or monologues through group work. Besides, students were also involved in discussion activity so they would
have more knowledge to share. 4
Work it out The exercises in this section required the students to construct
individually a monologue or dialogue based on the clues in the given information. In some exercises, they are free to decide the
situation or condition related to the topic. After that, the students might perform the monologue in front of the class as their
assessment.
Written Cycle
1 Lead in
There were some sections in this stage. First, the students were introduced to a kind of short functional text. The following
exercises were basically aimed to check the students’ comprehension and to give vocabulary enrichment.
2 Knowing Deeper
In this section, students should learn and be able to identify the generic structure and language features of written form of
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46 materials. The anatomy of the text and the example of its structure
also presented to ease the students to understand the deconstruction of the text.
3 Walking Together
The students were involved in a group work activities, either in pairs or in a group of four. The exercise covered completing
informationpicture in the text, and answering some questions related to the advertisement. The students also involve in the
discussion with another group. Those exercises were given in order to ease the students learning process for the next stage.
4 Work it out
For individual project, the students should be able to product or design certain kind of short functional text in a form of written text.
They can put some information or pictures on the designed short
functional text to make it good and interesting.
2. External Accountability
Interview was conducted as external accountability to get evaluation from teachers, whether the designed materials are suitable with the demand of
School Based Curriculum and to be implemented in a classroom using the curriculum. There were sixteen questions given to the evaluators. The evaluators’
suggestions on the designed materials were needed to improve the materials.
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47 Based on the interview, there were some statements of the designed materials as
follows. a.
The designed materials had been suitable with the demand of School Based Curriculum.
b. The exercises had been developed from the simplest and the easiest
exercise into the more complex and difficult exercises. c.
The exercises in the four stages had been interconnected with each other. d.
The exercises had been provided with efficient and communicative instructions.
e. The cycles encourage the students to communicate in English actively.
f. The exercises could help the students in mastering the life skills.
There are suggestions from the evaluators which used as consideration for the materials improvement. The suggestions were:
a. There should be an adjustment on the meeting.
b. There should be more group work in doing the exercises.
c. Revisions should be done on listening exercises.
d. The assignments should be related to the aspects of the students’ life.
e. Some unclear pictures need to be edited.
f. A topic of Simple Past should be added because it is also needed in
creating advertisement text.
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48 There were some changes that should be made to improve the unit. The
changes conducted were based on the suggestions of the participants. However, there were suggestions which were not done because they were considered
inappropriate for the improvement of the unit. a.
The number of the meeting had been adjusted. b.
There had been more group works in doing the exercises. c.
The listening exercises had been revised. d.
Some assignments had been created related to the aspects of the students’ life.
e. Some unclear pictures had been edited.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part contains the conclusion of the study, while the second part includes the suggestions for the English teachers
and the future researchers.
A. Conclusions
The aim of this study was to propose instructional materials on short functional text for senior high school students grade X. The problem of this study
was what the proposed instructional material on short functional texts for Senior High School students grade X according to SchoolBased Curriculum for English
teaching was. In order to solve the problem, many processes were conducted. They were
collecting information, arranging the syllabus and learning program plans, and designing the materials. After finishing the instructional materials, interview to
three English teachers were conducted to evaluate the designed materials. From the result of interview, the designed materials were considered acceptable and
appropriate. Principally, the designed materials were good to be implemented in the teaching learning process because it gave a lot of meaningful exercises and
related knowledge for the students. Nevertheless, based on the suggestions of the teachers, revision and adjustments should be done to improve the designed
materials.
49
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50 Moreover, the final version of eight units of the materials were presented
as follows. Unit 1 Gogo Gadget
Unit 2 Delicious and Spicy Unit 3 You’re Invited
Unit 4 Going Green Unit 5 Announcement 1
Unit 6 Announcement 2 Unit 7 Happy Puppy
Unit 8 Boost your Health There were two cycles in every unit, namely spoken cycle and written
cycle. Each cycle consisted of our stages. They were building knowledge of the field, modeling and deconstructing of the text, joint construction of the text, and
independent construction of the text. The whole designed materials can be seen in
appendix 5.
B. Suggestions