2 Revision of Unit 3
In general, the expert suggested that Unit 1 needed to be revised in terms of the language by recommending some grammatical errors, typos, punctuation,
font formatting and sentence directions. Then, as the needed revision had been made, the materials were considered the final draft. Table 51 describes the
revisions of Unit 3.
Table 47. The Revisions of Unit 3 Parts of the Unit
Points to Revise Revision
Let‟s watch the movie A correction in the direction sentences:
You can select the menu on the right side
You can select the menu on the left side
Font format menu in Unit III still center text.
Change to text left, equated such as in Unit
1 and Unit 2. Let‟s get to know
A suggestion in the direction on activity 4.
Add the direction for reading comprehension,
according to the course grid. Rules can be
added teacher clarified in the book.
No explanation of adverbs, such as noun or adjective, etc.
Change an adverb such as kb, kk, ks, kkt
Let‟s learn A suggestion in the direction
on excercise 1. Add the direction for
reading comprehension, according to the course
grid. Rules can be added teacher clarified
in the book.
Refelction No extra point as an indicator
of student understanding Add a few points
related to reading comprehension
Do you know? Do you know ? punctuation
Do you know?
B. Description of the Interview Result
The result of an interview on June 16, 2015 with an English teacher of grade VIII, SMP 1 Lendah was mostly the same as what had been stated in the
needs analysis for students. The interview included the students‟ response toward
English learning, their difficulties in learning reading, and their response if they were taught English using attractive learning media.
The first interview discussed difficulties which were often faced by students. The teachers argued that most students felt lazy and bored with English
learning in class. Even, some students perceived English as a difficult subject, similar to Mathematics.
“It is very hard to arouse the students‟ interest and motivate them to concentrate on English learning while in the class. Most of those students
reveal that English is as difficult as Mathematics ”.
The teacher‟s expectation to attract the students‟ interest would be accommodated with the digital learning media proposed in this study. The media
would be made attractive for junior high school students by giving colourful animation and layout in the appearance.
The second interview explained students‟ difficulties in learning reading in the English class. Most student felt confused of how to find the main idea in
each paragraph or text, and how to answer questions related to a story text. “Most students are too lazy to read long texts which are mostly
available in English text books. Some of them would like to read half of a text, and not to finish reading it. Then, they will ask their tablemate
when they face difficulty in reading the text or understanding the story in the text.
” From the abovementioned problem, it seemed that short texts were
preferable than the longer ones. Therefore, the digital learning media would include more short texts. If there was a story which was quite long to be written in
one text, the story would be divided into several parts.
The last question was how if those students get a different learning media than usual to learn English. In regards to the question, the teachers
answered that it would be great; they supported the idea to supply those students with varying and alternative media than they used to get. Almost all teachers in
the school only used text books and students‟ worksheet to teach English, since actually they were difficult to get other proper and suitable media to teach English
materials to the eight grade students “Varying and creative media may arouse the students‟ interest and
motivation to learn English. However, the number of proper media is recently limited. I also feel hard to find the right teaching media on the
internet. A creative learning media can only be obtained when there is an English Education student conducting teaching practice in our school. It
seems that students would be much passionate to learn English when they are taught by the English Education student than by their teacher. It is
because the media offered is much more attractive to the students.” For this reason, the main goal of making the digital learning media for
grade eight student would be achieved. The digital learning media was made to fulfil the students‟ need to have different and interesting learning environment in
class. They media would try to combine a movie and texts for the learning of reading narrative texts.
C. Discussion
