135 The researcher rechecked and revised the answer key. The researcher provided
pictures to show the correct arrangement of the jumbled texts. The researcher provided more criteria to show the correct answers of the grammar, writing, and
creative tasks.
4. Revision of the Learning Objectives
The researcher rechecked and revised the learning objectives. The researcher also rechecked and revised the formulations of goals. Then, the
researcher decided to provide goals in the cover of each unit. The reason was because it would be easier for the students to know the purpose of the activities by
reading the goals rather than reading the learning objectives.
5. Revision of the stories
The researcher did not change the context of the situations in the stories because it had been the framework of the stories. Besides, the context did not
significantly influence the materials. The researcher did not change the plot of the story because it would spend too much time. Besides, misunderstanding on the
story would not affect the success of the learning and teaching process.
6. Revision of the Language
The researcher rechecked and revised the language. The researcher provided clues and repeated the use of the unfamiliar names of persons and
places. The researcher tried to find commonly used English sound effects to complete the comic strips. The researcher rechecked and revised the grammar.
The researcher provided clues pictures or contexts to make the language clear. The researcher also provided more vocabulary exercises. Therefore, the students
could find the meaning of some difficult words in the story.
136
7. Revision of the Social and Cultural Context
The researcher rechecked and revised the context and the language. The researcher added some language expressions and explanations to show certain
cultural contexts. The researcher also considered the level of politeness that people from certain country have.
8. Revision of the Tasks
The researcher rechecked and revised the instructions. The researcher provided an instruction for the creative tasks. The researcher provided some
different types of vocabulary task, e.g. completing noun phrases, picture-clue identification, completing picture-clue sentences, and guessing the synonyms. The
researcher provided some different types of listening task, e.g. statement analysis true-false sentences, object identification, and sequence identification
procedure. The researcher changed the speaking task, e.g. giving responses based on the given clues words or pictures. For this section, the researcher did
not provide a blank space. The researcher provided an evaluation checklist to evaluate the students‟ responses.
9. Revision of the Flexibility
The researcher had considered the time allocation and support services provided by the school. Therefore, the researcher did not reduce or change the
multimedia materi als. The researcher provided a user‟s manual for teacher and
students to provide more explanations about how to use the workbook. The detailed revision is presented in the Appendix F.
