Subject Content Evaluation and Product Revision

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D. Subject Content

Having stated the goal, general purposes, learning topics and learning objectives, the writer classified and arranged the learning topics to be developed. Each topic would be developed into the materials for one meeting. The designed materials contain four topics based on the most chosen topics in pre-design questionnaire. The topics were: Greeting and Introduction, Giving Direction, Explaining and Giving Information about Taman Wisata Candi Prambanan, and Handling Complaints. Therefore, there would be four units in the designed materials. The classification and the arrangement of the learning topics can be seen in Table 4.7. Table 4.7: The Organization of Subject Content No Topics Unit Name Subject Content 1. Greeting and Introduction Welcome to Prambanan Temple, I am Your Tour Guide • Greet foreign tourist • Introducing yourself • Introducing others 2. Giving Direction Go Straight Ahead Giving directions to places inside Taman Wisata Candi Prambanan 3. Explaining and giving information about Taman Wisata Candi Prambanan This is Shiva Temple • Explaining the story,names, and relief of Prambanan Temple • Describing the places in Prambanan temple • Giving information related to Taman Wisata Candi Prambanan 4. Handling Complaints Is There Any Problem? • Apologizing • Giving explanation • Giving solutions PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 66

E. Teaching Learning Activities and Resources

In this stage, the writer determined teaching and learning activities based on the principles of Task-Based Language Teaching and also the data from the result of research and information collecting. The activities and resources were selected based on the level of the students and also with the suitability with the attainment of goal, general purposes, and learning objectives. The developed activities for the materials were predicting, cooperating, personalizing, reflecting, conversational pattern, using context, jigsaw tasks, information gap, matching, ordering, decision making, problem-solving, role playing, practicing and creative tasks based on types of tasks. Those activities were based on types of tasks according to Nunan 2004, Willis 1996 and Richard and Rogers 2001. Adapting the concept of rehearsal task, activation task, language exercises, and communicative activities in Task-Based language teaching framework and also from steps of the unit in Task-Based Language Teaching, the writer decided that the materials for every meeting would consist of five sections, namely Let’s Get Started, Let’s Experience, Let’s Learn, Express Yourself, and Let’s Sum Up. The materials were taken from books, electronics books and some were made by the writer itself. The materials were chosen based on the result of data gathering. They were selected based on the suitability with the goals, general purposes and learning objectives. In the following, the kinds of tasks used in each phase of Task-Based Language Teaching framework of the designed materials, as well as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 67 the nature and purpose of each section are discussed. The writer also stated the name of each section which were used in the materials.

1. Rehearsal Task

The rehearsal task functioned to rehearse something that the learners need to do outside the classroom. It is also commonly known as pre-task or pre- activity. In this part, learners were given tasks related to the learners’ daily activity that related to the topic as well. Predicting, cooperating, matching, sharing personal experience, or personalizing were the kinds of tasks used in this part. The writer named this phase in the materials “ Let’s Get Started”. The purpose of this section was to introduce the topic, set the context of the task, and introduce some key vocabulary and expressions that the students will need in order to complete the task. It was also intended to recall learner’s background knowledge on the topic. Teacher could give elicitation in order to enable students to produce the new language if the students already knew it or to establish the new language item. Teacher had to prepare learners for tasks by introducing topic, clarifying task instruction, and helping learner learn or recall words and phrases to facilitate task accomplishment.

2. Activation Task

The activation task can be considered as main-task or main-activity. In this part, learners were given controlled practice in using the target language vocabulary, structures and functions. Selective listening, conversational pattern, practicing, using context, taking notes, or drilling tasks were the kinds of tasks used in this part. The writer named this phase in the materials “Let’s PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 68 Experience ”. Learners could be asked to read the conversation or listen to the listening passage. It was the role of the teacher to give controlled practice to make learners more familiar with the language function, vocabularies, and structures. In this part, learners could be asked to work in pair or group.

3. Language Exercise

Language exercise is also considered as part of main-activity. This part focused on the language function and grammar. Kinds of expressions related to the topic were given here. Learners may ask to pay attention on the language function that could be used in their communicative activity. This part also gave learners with the language exercises, therefore the writer named this phase in the materials “ Let’s Learn”. In this part, learners can be asked to work individually to accomplish the task. Matching and memorizing, were the kinds of tasks used in this part.

4. Communicative Activities

The communicative activities are also considered as part of main-task or main activity. In this part, learners were considered ready to engage in freer practice. Its aim was to practice the newly acquired in more communicative way, which bridge the gap, the classroom and the real world. Learners will practice producing language here. Role playing, decision making, problem solving, jigsaw, sequencing, information-gap, games, or creative tasks were kinds of tasks used in this part. In this part, lots of grammatical mistakes may be made. However, the mistakes must be seen as part of learning to communicate. The writer named this phase in the materials “Express Yourself “. In this part, learners could be asked PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 69 to work individually, in pairs, or in group. They could communicate freely using the language and grammar they have learned from the previous tasks. The writer also added one more section in the designed materials. This additional section can be considered as post-task or post-activity. The writer decided to add this section because it was considered important to make learners write about what they have learned in each section. Then, the writer named it “ Let’s Sum Up” . In this part, learners were given some questions related to what they have learned in this unit. By answering the questions, learners would find out what they have learned from the lesson. This additional section could encourage learners to think, reflect and evaluate what they have learned. Finally, table 4.8 showed all the components of the design of English instructional speaking materials using task-based language teaching for the Taman Wisata Candi Prambanan staff. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 70 Table 4.8: The Materials Design No Unit Name of the Unit Phase in TBLT Name of the Section ActivitiesTask 1. 1 Welcome to Prambanan Temple, I am Your Tour Guide Rehearsal Task Let’s Get Started • Sharing personal experience: Questions and answers about the pictures • Predicting: predicting what is the topic for today’s lesson. • Practice saying the countries and nationalities • Matching exercise Activation Task Let’s Experience • Listening and filling in the blanks • Practice the conversation and underline the greeting and introduction expressions Language Exercise Let’s Learn • Practice saying the expressions of greeting and introduction • Match the expressions with the responses • Complete the conversation and practice it Communicative Activities Express Yourself • Role play Post Task Let’s Sum Up • Reflecting 71 No Unit Name of the Unit Phase in TBLT Name of the Section ActivitiesTask 2. 2 Go Straight Ahead Rehearsal Task Let’s Get Started • Sharing personal experience: Questions and answers about the pictures • Predicting what is the topic for today’s lesson • Practice saying the vocabulary of giving direction Activation Task Let’s Experience • Conversational pattern: reading the conversation in pairs • Underline the expressions of asking and giving direction Language Exercise Let’s Learn • Practicing saying the expressions of asking and giving direction in pairs. • Exercise: find the meaning of terms in Taman Wisata Candi Prambanan • Exercise: fill in the blanks with the correct words Communicative Activities Express Yourself • Co-operatinggroup work • Information gap task Post Task Let’s Sum Up • Reflecting 72 No Unit Name of the Unit Phase in TBLT Name of the Section ActivitiesTask 3. 3 This is Shiva Temple Rehearsal Task Let’s Get Started • Sharing personal experience: questions and answers about the pictures • Predicting what is to come in today’s lesson. • Matching exercise: match the pictures with the names Activation Task Let’s Experience • Conversational pattern: read the conversation • Co-operating: questions and answers based on the conversation • Listening and taking notes Language Exercise Let’s Learn • Practicing: practice saying the expressions of asking and giving information • Listing: list the subject followed by V1 and Vses • Exercise: make the questions based on the sentence. Communicative Activities Express Yourself • Jigsaw task: arrange the pictures of the making of relief into good order and make the information about it • Role play Post Task Let’s Sum Up • Reflecting 73 No Unit Name of the Unit Phase in TBLT Name of the Section ActivitiesTask 4. 4 Is There Any Problem? Rehearsal Task Let’s Get Started • Sharing personal experience: questions and answers about the pictures • Predicting what is to come in today’s lesson Activation Task Let’s Experience • Conversational pattern: read the conversation and answer the question • Matching activity: match the vocabulary with the meaning in Bahasa Indonesia Language Exercise Let’s Learn • Practicing: practice saying the expressions of apologizing, giving help, and asking for repetition • Conversational pattern: read the conversation and answer the questions • Exercise: complete the sentences Communicative Activities Express Yourself • Problem solving game • Role play Post Task Let’s Sum Up • Reflecting 74

F. Evaluation and Product Revision

After the materials has been developed, the next step was preliminary field testing. It was conducted to assess whether the materials were suitable to be implemented or not. In this step, the writer adapted Kemp’s Instructional Design step, namely evaluating design materials. This step was conducted through expert validation and user validation. The writer gave the post-designed questionnaire to two lecturers of English Education of Sanata Dharma University as the experts and two English Instructors of Wisma Bahasa-English Division as the users. The background of the participants of expert validation and user validation are presented in Table 4.9 and 4.10. Table 4.9: The Description of Expert Validation Questionnaire Participants Groups of Respondents Educational Background Teaching Experience Sex D3 S1 S2 S3 1 1-5 5-10 10 M F Lecturers 2 1 1 1 1 Table 4.10: The Description of User Validation Questionnaire Participants Groups of Respondents Educational Background Teaching Experience Sex D3 S1 S2 S3 1 1-5 5- 10 10 M F Instructors 2 1 1 2 The writer conducted expert validation by distributing the questionnaire to two lecturers of English Education of Sanata Dharma University. They were chosen due to their experience and expertise in English language teaching. Besides that, the writer also conducted user validation by distributing the questionnaire to two English instructors of Wisma Bahasa-English Division. They PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 were chosen due to their experience in teaching English for Specific Purpose, especially for tourism. Next, the writer combined all the results of the post-design questionnaires, both from expert validation and user validation, by considering the fact that the statement listed in the questionnare are the same. After the data from the post-designed questionnaire were analyzed, it showed that the materials were acceptable. In the first part of the questionnaire, the participants had to state their degree of agreement with given statements. The scale of each statement was from 3 to 4, indicating that the materials were well developed and acceptable. Based on the result of the post-designed questionnaire, there were some strengths of the materials. First, the materials helped the learners to achieve the indicators. Second, the materials were suitable for the needs on English for Taman Wisata Candi Prambanan. Third, the activities in the materials were fun and motivating and the discussion on each unit were relevant to the topic. The activities were also various and encouraged learners to speak. However, there was also a weakness of the materials because one respondent stated that the instructions for student are not helpful enough and difficult to comprehend. Therefore, the revision was very needed to make the materials better and more acceptable in each aspect. The results of the first part of the post- designed questionnaire could be seen in Table 4.11. The detailed results were presented in Appendix 7. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 76 Table 4.11: The Result of Post-Designed Questionnaire for Expert Validation and User Validation No Respondent’s Opinion Central Tendency N Mean

A. Learning IndicatorLearning Objective