Statements Participants
The lecturer of English Education Study Program of
Sanata Dharma University The English Tutor of
Domby Kids’ Hope 2
Suggestion to improve the designed materials
1. Simplify the instructions
in the text book 2.
Simplify the materials for unit 1
3. Change the writing
activities into tracing 4.
Make the title for every phase bigger
5. Give labels for every
communicative tasks in the lesson plan
1. Simplify the instructions
in the text book 2.
Add lesson when to use “an” and “a” in Unit 2
1.1.5 Main Product Revision
In response to the suggestions, the writer improved and revised the designed materials based on the obtained feedback. First, the writer simplified the
instruction in the text book. Second, the writer reduced the burden in the unit 1. She omitted some expression in introduction. Third, the writer changed the
writing activities into tracing activities. Fourth, the writer made the title for every phase bigger. Fifth, the communicative tasks in the lesson plans were labeled.
1.1.6 Main Field Testing
After revising and improving the designed materials, the writer tested the materials by conducting materials try out. This was to judge the applicability and
practicality of the designed materials. The writer implemented the developed units of the designed materials on the first grade classes at Domby. The description of
the participants for the materials try out is presented in Table 4.11.
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Table 4.11: The Description of the Participant for the Materials Try Out
Groups of respondent
Educational Background Teaching experience
years Sex
D3 S1
S2 S3
1 1-5
5-10 10
M F
Tutor 1
1 -
- 1
1 -
- -
2
To gain the feedback from the materials try out, the writer interviewed the English tutors. The feedback was used to improve the materials further. The result
of the interview is presented in Table 4.12.
Table 4.12: The Result of the Interview on the Materials Try Out Statement
Response
Comment on the designed
The designed materials were suitable for the students.
The students enjoy the learning-teaching
activities.
The students were excited and interested to do the tasks.
They like characters in the designed
materials, especially Domby. Problems seen in the implementation
Is difficult to set the time allotment because the students sometimes came late.
The writer further improved the materials based on feedback from the classroom implementation. It was aimed to obtain the final version of the designed
materials. The result of the implementation was satisfactory. Therefore, the writer did not made any further changes for the designed materials. The problem in time
allotment was not related to the designed materials. It was a technical problem caused by the late comers students. In conclusion, the materials were suitable
and applicable for the first grade students at Domby.
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4.2 The Presentation of the English Instructional Materials for Children of
Domby Kid’s Hope 2
After making some revisions and improvements based on comments and suggestions from the preliminary field testing and implementation, the final
version of the set of English instructional materials using task based learning for the first grade students at Domby was accomplished. The final version of the
designed materials is presented in Appendix H. There were three developed units. They were ‘Hi, I am Domby”, “It’s a
pencil”, and “It’s green”, furthermore, each unit would divided into four sections.
The first section, Get Ready, was designed to activate the student’s background knowledge and introduce the topic. The second section was Build Up, was to give
exposure or input about the vocabulary and expression. The third section, Act Out, was aimed to give opportunities to speak. The last section, Review, was
aimed to help the students to make sure that they already know and understand the materials. This phase also gave the tutor opportunity to monitor and understand
the learners better.
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