13 The teacher gave too many
advices that confusing the students.
Yes.
14. The teacher gave feedback
clearly. Yes.
15. The teacher explained the
instructions clearly. Yes.
3 The Revision
Based on the evaluation from the observer, the second draft of unit 2 “I Love My World” did not need any revision. Below is
the summary of the evaluation and revision that was taken.
Table 23: The Revision of the Second Draft of Unit 2 Aspect
Evaluation Revision
Goal The materials were
relevant with the goal. no revision
Input The language input was
appropriate for students’ needs and abilities.
no revision
Activity The activities were
effective. no revision
Layout The layout was interesting
and clear. no revision
Instruction The instructions were clear and easy to understand.
Minor changes in “act it out” instruction.
b. Try Out, Evaluation, and Revision of Unit 3 1 The Try Out
The second draft of unit 3 “Let’s Keep Our World” was tried out on Saturday, 26
th
September 2014.There were 23 students in the class. In this try out, the researcher was the teacher who
taught the students using the second draft of the listening –
speaking materials, while the English teacher was the observer. All of the students looked so excited to do the activities
today. They brought some tools that teacher asked yesterday. Some students asked what they were going to do. The teacher asked the
students to sit with their group and calm down. The lesson was started “Good Afternoon” and “How Are You?” songs. The
students could sing it well. Then, they sang “Head, Shoulders, Knees, and Toes”.
The teacher asked her students to keep the tools because they would use it in section 2. The first section was started by
playing “Fruit in the Middle”. The teacher explained the rules of the game. This game reminded them about the expressions how to
ask for things. It was fun game and all of the students still remembered the expressions of asking for things. Their
pronunciation was better. Next, students opened the page 38 and 39 of students’ book. The teacher explained the expressions of how to
ask someone to do something and how to tell someone that we are able to or not able to do something. Some students looked
confused. Then, the teacher asked some students to have a practice in front of the class. She helped the students with their miss
pronunciation. After all of the students understood about the expressions, then the teacher asked them to open their book on
page 39. She explained about some new words. Next, she asked the students to do the task on page 40.The students started discussing it
with their group. After they had finished, they discussed it together with the teacher.
Then, the students played “Robot Action” game. Before playing it, the teacher explained the rules and gave some useful
words as it stated on page 41 of students’ book. Some students who became the robots still confused about the instructions, they did not
know what to do. It made their friends informed them. This game replayed once again to make all of the students truly understood
about the instructions. Next, the students were asked to act the pictures on page 42
and 43 out. Each group had to practice the expressions suitable for the pictures. At first, the teacher explained and gave some
examples by asking some student to practice the expressions with her. Group 2 had the first chance to practice it. They did it good
although they missed pronunciation of some words. Then, group 3
tried to practice it. They did it very good. They had very little miss pronounce the words. The last was group 1. They did it very good
too. They had improved their pronunciation. Each group got one more star for their performances. After that, they took a rest before
going to the next section. In section 2, the students started preparing the tools for
making rujak. The teacher explained the rules when they made it. Each group got different ingredients for the rujak. They had to ask
other groups to get other ingredients. While asking the things, the students had to fill the columns on page 44 and 45. The teacher
gave an example how to fill the column. Next, every student had to ask their friends to do some thing as their job and they needed to
fill the third column on page 45. After all the students understood about the rules, they started making the rujak. They asked other
ingredients from other groups and each student had each job to do. They were very happy. Every student did their job seriously and
filled the column correctly.
Figure 24: The Students Started Making Rujak
After all of the groups finished making rujak, they prepared the place to eat it together. Then, they prayed together and ate the
rujak. They enjoyed eating rujak made by their selves.
Figure 25: The Students Ate Rujak Together
Finished eating the rujak, the students were asked to clean the classroom. The leader of the group divided some job to the
members. Some students swept the floor, some cleaned the tables, and some threw the garbage in the dustbin. The classroom became
clean again. At the end of the lesson, the students sang “Goodbye” and
“Hip – Hip Hurray”. After that, they had a pray and went home.
2 The Evaluation
As it has been mentioned before, the evaluation of the second draft of unit 3 were obtained by administering observation
sheet for the observer. Below is the result of the observation.
Table 24: The Result of the Observation of Unit 3 No.
Statements Observer’s Note
1. The
students did
the activities surely.
Yes. They wondered what they were going to do.
2. The
students seemed
confident when they did the activities.
In the third day, they all seemed confident doing the
activities.
3. The students seemed that
they found many difficulties in doing the activities.
All of them could do the activities
because they
seriously listened to the instructions.
4. The students seemed bored
when they did the activities. No. They were all excited.
5. The
students did
the activities based on their
duties. Yes, they know their duties.
6. The students tried to use
English when they did the activities.
Yes, but when they were confused they asked their
friends using Indonesia.
7. The
students did
the activities on time.
Yes, but when they made rujak, it needed more time
to them because they also had to fill the columns.
8. The students as addresser
could understand
the information
from the
addressee. They needed explanation
using Indonesia when they did not understand some
words.
9.
The activities
were appropriate with the topic.
Yes.
10. The students understood the
