Materials Validation Questionnaires For the Data from Questionnaires

68 3. Materials Development a. Selecting and organizing the subject contents based on the specified learning objectives. b. Specifying teaching or learning activities and resources based on the selected and organized subject contents. c. Determining the nature of the workbook. d. Determine the organization of unit applying the TBLT conceptual basis and framework. e. Determining the forms, type, and themes of the stories. f. Determining the elements of the stories pots, characters, and settings. g. Determining the titles of the workbook and the stories. h. Determining the organization of task applying the TBLT conceptual basis and framework. i. Developing the pattern of the task sequence. j. Determining the type of the teaching or learning resources. k. Developing supporting materials visual, audio, audio-visual materials, worksheets, song transcripts, evaluation checklists, and an answer key l. Identifying support services. 4. Materials Validation by Practitioner and Expert a. Distributing questionnaires to the grade VII English teacher of SMP Negeri 2 Yogyakarta and lecturers of the English Language Education Study Program of Sanata Dharma University. b. Analyzing the result of the questionnaires, scores, feedbacks opinions and suggestions, and comments. 69 5. Revision Revising and improving the materials based on the results of the questionnaires and direct evaluation on the materials. 70

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter aims to present the results that were obtained from the processes of conducting the research using the adaptation of the small scale of Borg and Gall‟s RD cycle and designing the workbook using the adaptation of Kemp‟s instructional design ID model. They are presented and discussed as the answer of the research problem. In general, the design was an integrated English workbook using stories for grade VII students of SMP Negeri 2 Yogyakarta. The workbook was designed for the second semester. The nature of the workbook was a combination of a storybook and a workbook. The purpose was to provide four functions, as a source of language, a learning support, motivation and stimulation, and a reference. Therefore, the workbook could be used to review, prepare the test, or prepare the next materials within one semester. In more specific, the workbook had some elements as the result of conducting the adaptation Kemp‟s ID stages. First, it was designed based on the characteristics of grade VII students of junior high school. Second, it applied integrated approach and had goals, topics, and general purposes that were formulated based the current curriculum. Third it had learning objectives that were specified u sing Bloom‟s taxonomy. Fourth, it had subject contents that were selected and organized using Bloom‟s taxonomy. Fifth, it used stories and had teaching or learning activities and resources that were specified based on TBLT conceptual basis and framework. Last, it was completed with some materials that