65 pairs. Furthermore, the writer also changed some words used in the
instructions with the ones which were considered more familiar for the students.
2. The writer revised the grammatical errors and mistyped found throughout the
materials. 3.
The writer replaced the section title Let’s Do It with Let’s Get One Step Closer
and What Have You Learnt? with Let’s Do It.
4. The writer revised the instruction for exercise number 2 in Let’s Get One
Step Closer of Unit 4, the crosswords activity, to be a pair work so that the
students would not be bored since they could solve the difficulties with their friends.
5. The writer put the options of the exercise number 3 in Let’s Get One Step
Closer of unit 5 above the sentences to make the students easier in doing the
exercise. 6.
The writer selected more exercises to be done in pairs to save the students’ time so that they would be able to fulfill all the exercises of one unit in 90
minutes. 7.
The writer revised the “goal” to be Standard Competence and the “general purpose” to be Basic Competence.
8. The writer revised the Teacher’s Book so that it contained of the exact copy of
the units of the Student’s Book. It was expected that the teachers would find it easier to feel, see, and experience what was felt, seen, and experienced by the
students.
66 However, the writer did not accept one suggestion, which was about the
use of dictionary by the students. Since the study was about learning vocabulary in contexts, it was expected that the students could identify the word meaning by
recognizing and analyzing its context of use. Due to that, it was emphasized to the students to not to use dictionary during the process of accomplishing the
exercises.
C. Presentation of the Final Version of the Designed Materials
In order to answer the second question of the problem formulation, the writer presents the final version of the designed materials in this part. The final
version of the designed materials is the materials which had been revised based on the feedback, comment, and suggestion given by the participants. The designed
materials consist of six units. The topics are as follows.
UNIT 1 : Wow… It Has a Pouch UNIT 2 : Sweet or Sour…?
UNIT 3 : How Did the Zebra Get Its Stripes? UNIT 4 : How Did the Tortoise Get His Shell?
UNIT 5 : Junk Food: Does It Make Me Obese? UNIT 6 : Could You Call Me Later…?
There are three main sections in each unit, namely Let’s Get Started, Let’s Get One Step Closer
, and Let’s Do It. In all of those parts, the students
are given opportunities to work both individually and in pairs. Furthermore, the
67 activities were varied so that the students will not get bored and enjoy all of the
exercises. The description of each section is as follows.
1. Let’s Get Started
In this part, the students are led to activate their background knowledge about the topic that is going to be discussed and also recognize the vocabulary that is
going to be used in the entire of the unit. By activating the background knowledge and recognizing or introducing the vocabulary, it is hoped that the
students are prepared to work on the next exercises.
2. Let’s Get One Step Closer
In this section, the students are faced to varied activities. Those activities are aimed at giving the students exposure to the vocabulary that has been
introduced in the previous part. In this phase, the students are exposed to the use of vocabulary in the context of the topic being discussed.
3. Let’s Do It
In this part, the students are to remind and use the vocabulary that has been
learnt in Let’s Get Started and Let’s Get One Step Closer. The students
are led to produce sentences using the vocabulary they have learnt, either in written way or orally.
From the description above, it could be summarized that the designed materials had some strengths, such as well-developed, interesting, enriching, and
had nice layouts. The preliminary field testing results showed that the participants mostly chose number three and four as the representation of their agree statements
toward the designed materials. This meant that the designed materials were
