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teacher’s book provides some transcripts of the recordings. There were no any adaption of the recordings used in the designed materials.
Photocopiable Task Materials
part consists of photocopiable task materials that are available for several units only, particularly in
Let’s Do It section
.
To distribute those photocopiable task materials, the teacher needs to print and cut them. Printing them in full colour would maximize the face validity of
them so that the students can also maximize the use of them.
Speaking Scoring Rubric Assessment
part provides speaking scoring rubric assessment for the teacher. By utilizing CEFR model, therefore, the future
teachers who will implement the materials can understand how to assess students’ speaking performance. The CEFR scoring rubric provides also the criteria in brief
descriptions.
3. Students
’ Workbook
To provide another facility for the students, the students’ workbook was designed. The use of it is to provide a media for the students to answer the tasks
provided in the students’ coursebook. However, the use of this book is flexible as the teacher might lead the students to answer the tasks orally to train their
speaking skill. Students’ workbook is divided into three parts, namely
Your Tasks, Your Projects,
and
Evaluation Forms. Your Tasks
part is available as a media of the implementation of task- based learning. In this part, there are blank spaces for the students to write down
their answers. Preparing the blank spaces as answer sheets follows the availability of each phase of the unit. Therefore, not every phase in every unit has answers to
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be written down in this part. A unit phase that always provides a blank space is Let’s Do It. This is aimed at making the students prepare the words to be spoken
before they perform. The implementation of project-based learning in the materials is supported
by the existence of
Your Projects
part. Discussing about projects, this part consists of the explanation as brief theory of project-based learning and the practical
guidelines of the steps of accomplishing the projects. Firstly, the students read and comprehend what project-based learning is, kinds of project they will deal with,
and steps of doing the project. Secondly, those steps are explained in details covering what the students will do and prepare.
The next part is
Evaluation Forms
. Providing the evaluation forms in this book is aimed at showing the students the rubric of assessment of their
performances. By reading the scoring rubric, the students are expected to have self-awareness of what they should prepare to achieve the ideal attainment.
Additionally, this part also provides project evaluation form. This is to make the students reflect the process in accomplishing the project.
C. The Acceptability of the Development Product
To validate whether the materials are acceptable or not to be implemented, the materials were assessed and implemented within two RD steps of
preliminary field testing and main field testing. The following discussions also explain RD steps of revising the materials which are main product revision and
operational product revision. Therefore, the order of the discussion are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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preliminary field testing, main product revision, main field testing, and operational product revision.
1. Preliminary Field Testing
In the preliminary field testing, the assigned evaluators validate the materials as a form of summative evaluation. The evaluation took three ways of
evaluation which were in forms of interview, questionnaires, and field notes in order to get more valid data. As stated in the previous chapter, selecting evaluators
was based on their experiences in dealing with material development. The following table shows the descripton of the evaluators.
Table 4.12. The Description of the Evaluators’ Background
Evaluators Gender
Educational Background
Experience year
Female Male
S1 S2
S3 1
1-5 10
Evaluator 1 √
√ √
Evaluator 2 √
√ √
Evaluator 3 √
√ √
Evaluator 4 √
√ √
The dates of interviewing the evaluators were 1 December 2016 evaluator 1 2, 2 December 2016 evaluator 3, and 5 December 2016 evaluator 4.
Before conducting interview sections, a day before, the evaluators received the designed materials to make them have longer time to evaluate the designed
materials. Filling in the questionnaires and giving their field notes were also done in the same day with the interview sections. The data obtained from those three
ways was represented in the following sections of analysis of the data and overview of the suggestions in preliminary field testing.
