Prototype Try Out Development Stage

c. Prototype Try Out

Here the researcher will describe the implementation of the try out which belongs to the second step in development stage. Try out was done by implementing the book draft of Nursing Assistant Project in the class. the try out was conducted to get the feasibility of the product. The try out result was the data about the feasibility of Nursing Assistant Project draft in English teaching and learning process. There are three techniques in collecting the data; observation, FGD Focus Group Discussion, and questionnaire. The data about teaching and learning process was collected by using passive participant technique. During the implementation, the researcher observed the classroom activities. Teaching and learning process was observed and analyzed to be evaluated. FGD with the teacher, the observer, and the students was conducted to reflect the implementation of each try out. FGD was aimed to evaluate the implementation of the Nursing Assistant Project draft in the class. The implementation was over when the product was considered as optimal and consistent as possible. In the end of the try out, the researcher distributed questionnare to the teacher and the students to know their responses and comments toward the product. Evaluation was done after trying out the draft in the class to get some evaluation for input to revise the product. Try out and revision were done in several time to get qualified product. The draft was tried-out in three times. Every try out implemented a chapter as the teaching materials. Each chapter develops four language skills integratively and has different topic. The description of the try out covers 1 place, 2 time, 3 participant, and 4 implementation. The implementation will be discussed as follows. 1 Place The try out was conducted in SMK Citra Semesta Indonesia Yogyakarta. The school is located at Jl. Durungan Wates Kulon Progo Yogyakarta. The school was chosen because of some consideration. First, the school is the first medical vocational school in Kulon Progo regency and near to the researcher‟s house, not only it is reasonable enough to conduct the research there but also the researcher want to know the quality of the English material which used by the teacher and the students in teaching learning process. Second, based on the result of pre research, the school commented more on the lack of English materials for specific program. The English books guided for the teacher and the students were too general and not appropriate for nursing program. Third, the teaching and learning process in that school was quite conducive. The students were active and enthusiast to the research and new draft product which appropriate to their program. The teacher was smart, creative, and supporting the research based on the findings in the exploration stage. 2 Time The try out was implemented three times. Each try out implemented a chapter from the draft. Each chapter contain four language skills and a project, therefore it needed three meetings to implement it. Each meeting consisted of 2x45 minutes. The English subject was taught twice a week every Thursday and Saturday. The first try out was done in October 13 th , 15 th , and 20 th 2016. The second try out was implemented in October 29 th , and November 3 rd , 5 th 2016. While the third try out was carried out in November 10 th , 12 th , and 17 th 2016. 3 Participant The draft was tried out to the students of the tenth grade students of nursing skill program of SMK Citra Semesta Indonesia Yogyakarta. The teacher who taught the class is Mr. Sunari, S.Pd. The number of the students was 32 students which consist of thirty girls and two boys. 4 Try Out Implementation a The First Try Out Chapter 1 The first implementation of chapter 1 was taught in three meetings. The first meeting was taught in October 13 th , 2016. In the first meeting, the students learned chapter 1 of listening and speaking exercises. The second meeting was taught in October 15 th , 2016. In the second meeting, the students continued the next exercises in chapter 1 of reading and writing skills. Meanwhile the students did a project of chapter 1 in the third meeting in October 20 th , 2016. Each meeting consisted of 2x45 minutes. The teacher had been given the material 2 weeks before and had discussed the planning with the researcher. The following is the brief description of the implementation of the first try out. 1 Description of the First Try Out First Meeting Chapter 1 was taught in October 13 th , 2016 as the first meeting. The topic of chapter 1 is “Patient Admissions”. The duration of time was 2x45 minutes from 10.30 – 12 a.m. The teaching and learning process was planned following the teaching procedures of PBL by Wrigley in Donna and Carol 1998 namely Topic Selection, Making Plan, Doing Research, and Sharing Result. The classroom activities in the first try out are explained in detail further. a Topic Selection The first meeting focused on the listening and speaking skills. The materials and exercises of listening and speaking skills were taught in the first meeting. At the very first time, all students were given the prototype book for chapter 1 to 3 as the material try out in this research. Meanwhile, to support the learning process, every meeting the teacher used some media like as laptop, speaker, and LCD. He also asked the students to learn the materials in chapter 1 at home to make the teaching and learning process in the class more active and productive. In the first teaching and learning process, the teacher started the class by praying together. Then, he asked the students to open the prototype book of Nursing Assistant Project in the first page to know the purpose and goal when learning the chapter 1. After that, the teacher did warming up in activity 1 by giving some questions from the topic “Patient Admissions”. In activity 2 the students listened very carefully of listening audio to fill the blank conversation and answer some questions based on the listening dialogue. The teacher asked the students to read the dialogue of listening conversation together. After that, some students practiced the dialogue in front of the class. The teacher gave some advices to improve the students‟ pronunciation of “thermometer” and how to read numbers. In the last minutes , the teacher asked the students to discuss project work in first cycle of topic selection guideline in activity 3. The students seemed enjoy the activities very much. All of them participated and worked cooperatively. The detail description of them can be seen in the appendix. Second Meeting The second meeting of the first try out was in October 15 th , 2016. The teacher and the students continued to learn material in chapter 1. Time duration was 2x45 minutes from 07.15-08.45 a.m. Like the previous meeting, the teacher used some media to support the teaching and learning process using Nursing Assistant Project book. b Making Plan Here the students learned more about reading and writing skills. The students enjoyed the material and did all the activities to prepare themselves to do the final project in chapter 1. They learned how to help the patients for the first time entering the hospital for some treatments. They also learned some grammars and expressions in language focus section. Moreover they opened the vocabulary focus to get some information about difficult words which found in the material of chapter 1. The detail explanation of each activity can be found in the appendix. Third Meeting The third meeting of the first try out was in October 20 th , 2016. The teacher and the students continued to do the final project in chapter 1. The project was about making an audio visual recording of students‟ conversation. c Doing Research First of all, the teacher divided the students into 7 groups and asked them to read the project instruction before start the project. The teacher discussed the topic of the project; “Asking the patient‟s medical history”, “Patient registration and checking personal health”, “Check the patient‟s details”, and “Put on the patient‟s infusion and identity ID bracelet”. The students asked to get their topic. The teacher asked the students to do the project in their group by making the dialogue first from the topic given. The teacher remembered the students to use the expressions which learned before. The detail description of the project can be seen in the appendix. d Sharing Research After conducting the project work, the students performed their dialogues in front of the class and recorded them in video files. During the students‟ performance, the teacher took some assessments using rubric assessment sheet. Meanwhile, the students took some self-assessments after finishing their dialogue performance. In the end of the teaching and learning process, the teacher gave some feedback to the students about the project which they did. 2 Evaluation of Try Out 1 Observing the teaching and learning process of implementation chapter 1 which has a topic “Patient Admission” ran quite well. However, there were some problems found like some students did not attend to the class on time. It made the teacher could not start the lesson on time and the class was so noisy. Sometimes the teacher asked question to the researcher about some materials in the draft book. The teacher also did not pay attention in some instructions in the draft book which made the teaching and learning process seemed confuse. Those problems occurred because the teacher and the students got the first time using Nursing Assistant Project draft book and thus the teacher was not accustomed to apply the learning process using the draft. Moreover, in some exercises there were some dialogues which had medical phrases and words which seemed newly for the teacher and the students. Beside, all the difficult words can be seen in the vocabulary focus of the draft book. Actually, the students enjoyed to learn all the materials and activities in chapter 1. There was no big problem when did the activities. They were actively involved when given an activity and project in group work. They felt very enthusiasm to do the project speaking conversation because they became a nurse, a patient, and a doctor as their nursing program. In relation to the activities for speaking, there were some of them which should be revised for example activity 1 and 3 in making plan section. The teacher asked the researcher to move the answer sheet for activity 1 after the dialogue or make it in the same page. It will help the students to observe the expressions in the dialogue easily. Meanwhile, in activity 6 there was a dialogue conversation of nurse and care giver discussed about appointment letter for patient‟s surgery. The placement of dialogue made the teacher and the students confuse. It should be revised in the right order of placement. All over the materials in chapter 1 was understanding and no significant mistake. The book volume of the material matched and appropriated with the classroom situation and the students‟ need. The exercise and project were varied enough. The format, design, and organization of the draft book were clear and understandable. It covered more than 75 of nursing materials which shown in the activities, vocabulary, and topic. It covered the fourth language skill, listening, speaking, reading, and writing which were preserved integrately. It had clear and proper instructional techniques of Project-based Learning in the project work. The detail explanation of observation class in three meeting can be seen in the appendix. In the end of the implementation, the researcher distributed questionnaire form to the teacher and the students. It was carried out to find out the response from the students and the teacher toward the draft being tried out. There were eight aspects to be assessed in the questionnaire namely design, objective, organization, language and content, skill, topic, method, and procedure. Table 4.16 was the result of the questionnaire try out 1 from the teacher. Table 4.16 The Teacher‟s Response to Try Out 1 Aspects Teacher’s Response Mean Design 87 87 Objective 87 Organization 80 Language Content 93 Language Skill 80 Topic 90 Method 90 Procedure 90 From the table 4.16 , the mean of the teacher‟s response toward the draft in try out 1 is 87. It is categorized into excellent. The design, objective, organization, language content, language skill, topic, method, and procedure are in excellent category. Meanwhile, the researcher also distributed the questionnaire to the students. The questionnaires were distributed to 32 students. There were eight aspects to be assessed in the questionnaire namely design, objective, organization, language and content, skill, topic, method, and procedure. Each item should be scored using five criteria namely totally agree, agree, quite agree, disagree, and totally disagree. Table 4.17 was the result of the questionnaire try out 1 from the students. Table 4.17 Students‟ Response to Try Out 1 Aspects Students’ Response Mean Design 93.56 88.95 Objective 92.87 Organization 84.60 Language Content 92.64 Language Skill 79.66 Topic 88.97 Method 92.76 Procedure 86.55 From the table 4.17 , the mean of the students‟ response toward the draft in try out 1 is 88.95. It is categorized into excellent. The design, objective, organization, language content, topic, method, and procedure are in excellent category while language skill aspect is categorized into good. FGD was also conducted in the end of the try out 1 to get some criticisms and suggestions from all parties to the draft being implemented. In the FGD, the researcher invited an English teacher, and three students to give suggestions to the draft book. The problems found when doing observation became the topics being discussed in FGD. The first FGD was conducted in October 20 th , 2016 at 11.45 – 12.00 a.m. When doing FGD, the teacher asked the researcher to revise the activity 1. The following is the quotation of the teacher‟s statement about the draft material. “Oh yaa…secara umum materinya sudah cukup bagus, kemudian sarannya letak dari isian di activity 1 yang ada di halaman awal itu disajikan setelah conversation dilakukan baru disana dikomentari ada ungkapan dan responnya apa saja dari conversation yang sudah dibaca atau kalau bisa jadi 1 halaman yaa untuk memudahkan siswa dalam mengerjakan latihannya. Cuma itu sih, klo secara umum semuanya sudah bagus. ” Teacher The teacher asked the researcher to move the answer sheet for activity 1 after the dialogue or make it in the same page. It will help the students to observe the expressions in the dialogue easily. Moreover, in activity 3 there was a dialogue conversation of nurse and care giver discussed about appointment letter for patient‟s surgery. The placement of dialogue made the teacher and the students confuse. From the FGD, the teacher asked to change the order of the dialogue. The following is the quotation of the teache r‟s statement about the draft material. “Hm…itu mbak di activity 3 yang ada percakapan perawat sama keluarga pasien. Disitukan dialognya ditulis yang perawat sama keluarga pasiennya jadi satu kolom sendiri-sendiri itu sempat bikin bingung Saya dan juga siswa tentunya. Jadi alangkah lebih baiknya ditulis seperti percakapan dialog pada umunya saja mbak. ” Teacher The teacher said that the placement of dialogue in activity 3 made the teacher and the students confuse. It should be revised in the right order of placement like as the usual dialogue conversation. Meanwhile, the students said that the material was good and interesting because the dialogue conversation in chapter 1 was appropriate with their nursing program. They learned what they need. It helped them to practice some conversation as the real situation in nursing job. The following is the quotation of the student‟s statement while conducting FGD about the draft material. “ Klo menurut saya sih sangat membantu dalam belajar dan materinya itu juga masuk dalam kebutuhan kita sebagai siswa keperawatan karena berhubungan dengan kesehatan.” Student 1 “ Kalau menurut saya semua materinya cukup menarik dan menyenangkan. Banyak contoh dialog tentang keperawatannya yang selama ini kita belum pernah dapat jadi bisa buat tambahan belajar. ” Student 2 From the student‟s statement while conducting FGD about the draft material above, can be concluded that the materials in chapter 1 helped the students to learn English based on their needs in nursing program. Meanwhile, the teacher said that the project in chapter 1 was helpful for the students in making creative product. The following is the quotation of the teacher‟s statement while conducting FGD about the project draft material. Menurut saya untuk instruksi dan langkah-langkah proyeknya itu sudah cukup jelas dan urutannya sudah cukup bagus untuk membantu siswa mengerjakan proyek. Karena dalam proyek ini dituntut untuk kerja kelompok yaa nanti tinggal bagaimana siswa bisa saling bekerja sama untuk mengerjakan proyeknya, kan beda kerja kelompok dengan kerja individu. Yang jelas instruksinya cukup membantu siswa dari menentukan tema sampai membuat dialog percakapannya dan mempraktekkannya dengan teman 1 kelompoknya. Teacher According to the teacher, the instructions on the project were very useful to help the students doing the project in a group work. It guided the students from the very first time to do the project like as decided the topic of conversation, made the dialogue, and practice it in front of the class. From the result of observation class, questionnaire, and FGD, it was found some main findings related to the developing guideline. 1 The teacher said that it had met the principles of PBL and the KTSP curriculum. The material was good, but it still needed to be explored more. 2 The teacher asked the researcher to move the answer sheet for activity 1 after the dialogue or make it in the same page. It will help the students to observe the expressions in the dialogue easily. 3 According to the teacher, it was better to move the placement of dialogue in activity 3 in the right order of placement like as the usual dialogue conversation. As conclusion, the material is supporting the teaching and learning process in nursing skill program. However, to make it better draft book, the researcher has several things to be revised for the next try out. 3 Revision of The Product from Try Out 1 Based on some evaluations and discussion with the teacher and the students, revealed that there are some evaluations should be revised within the developing guideline. Here are some revisions from the first try out as follows; move the answer sheet for activity 1 after the dialogue or make it in the same page and move the placement of dialogue script in activity 3 in the right order of placement like as the usual dialogue conversation. To conclude the evaluations and the revisions of the first try out, it can be seen through the figure 4.25 as the quotation of revision one. Before revision After revision Figure 4.25 Revision of Activity 1 in Chapter 1 The researcher moved the answer sheet in activity 1 after the dialogue in the same page 6. It will help the students to do the exercise easier. The second was also the revision in try out 1. It was not huge revision; the researcher moved the placement of dialogue script in activity 3 in the right order of placement like as the usual dialogue conversation. The revision can be seen through the figure 4.26 as the quotation of revision two. Before revision After revision Figure 4.26 Revision of Activity 3 in Chapter 1 b The Second Try Out Chapter 2 The second try out of chapter 2 was taught in three meetings. The first meeting was taught in October 29 th , 2016. In the first meeting, the students learned chapter 2 of listening and speaking activities. The second meeting was taught in November 3 rd , 2016. In the second meeting, the students continued the next activities in chapter 2 of reading and writing skills. Meanwhile the students did a project of chapter 2 in the third meeting in November 5 th , 2016. The following is the brief description of the implementation of the second try out. 1 Description of the Second Try Out First Meeting Chapter 2 was taught in October 29 th , 2016 as the first meeting. The topic of chapter 2 is “Nursing Tools”. The duration of time was 2x45 minutes from 07.15 – 08.45 a.m. The first meeting focused on the listening and speaking skills. The materials and activities of listening and speaking skills were taught in the first meeting. Every meeting the teacher used some media like as laptop, speaker, and LCD to support the learning process. He also asked the students to learn the materials in chapter 2 at home to make the teaching and learning process in the class more active and productive. a Topic Selection In the first teaching and learning process, the teacher started the class by praying together. Then, he asked the students to open the prototype book of Nursing Assistant Project on page 24 to know the purpose and goal when learning the chapter 2. After that, the teacher did warming up activity in activity 1 by giving some questions from the topic “Nursing Tools”. In activity 2 the students listened very carefully of listening audio to fill the blank conversation and answer some questions based on the listening dialogue. The teacher asked the students to read the dialogue of listening conversation together. After that, some students practiced the dialogue in front of the class. The teacher suggested to the students about their character when became a nurse and a patient in the dialogue. In the last minutes, the teacher asked the students to discuss project work in first cycle of topic selection guideline in activity 3. The students seemed enjoy the exercise very much. All of them participated and worked cooperatively. The detail description of them can be seen in the appendix. Second Meeting The second meeting of the try out 2 was implemented in November 3 rd , 2016. The teacher and the students continued to learn material in chapter 2. Time duration was 2x45 minutes from 10.30 – 12.00 a.m. Like the previous meeting, the teacher used some media to support the teaching and learning process using Nursing Assistant Project book. b Making Plan Here the students learned more about reading and writing skills. The students enjoyed the material and did all the activities to prepare themselves to do the final project in chapter 2. They learned kind of nursing tools, medical equipment, medicines, and kind of diseases. They also learned some grammars and expressions in language focus section. Moreover they opened the vocabulary focus to get some information about difficult words which found in the material of chapter 2. The detail explanation of each activity can be found in the appendix. Third Meeting The third meeting of the first try out was in November 5 th , 2016. The teacher and the students continued to do the final project in chapter 2. The project was about making a poster about kind of diseases and the appropriate herbal medicine. c Doing Research First of all, the teacher divided the students into 7 groups and asked them to read the project instruction before start the project. The students asked to make their own topic. Group 1 chosen mint leaf for their herbal medication which has the topic entitled “Mint: Approved drug for treating coughs”. Group 2 chosen garlic for their herbal medication which has the topic entitled “Garlic: Natural Antiseptic”. Group 3 chosen cayenne for their herbal medication which has the topic entitled “Cayenne can stop a heart attack”. Group 4 chosen ginger for their herbal medication which has the topic entitled “The Benefit of Ginger Powder”. Group 5 chosen ginger for their herbal medication which has the topic entitled “The Benefit of Ginger Water”. Group 6 chosen sages for their herbal medication which has the topic entitled “Reduce your abusive hair by Sage”. Group 7 chosen rosemary for their herbal medication which has the topic entitled “Rosemary Herbal Tea”. Each group did the poster project in their group. The detail description of the project can be seen in the appendix. d Sharing Result After conducting the project work, the students performed their poster in front of the class by doing presentation and poster exhibition. During the students‟ performance, the teacher asked the student to do some assessments using peer assessment sheet. Moreover, the students took some self-assessments after finishing their poster exhibition. In the end of the teaching and learning process, the teacher gave some feedback to the students about the project which they did. 2 Evaluation of Try Out 2 There was no significant evaluation for the draft in try out 2. Based on the observation, there was no problem in teaching process. The teacher taught the materials of the draft book better than before. The students seemed more enjoy and fun doing the teaching and learning in the classroom. Regarding to draft content, there was no problem found in presenting the language function, grammar review, and vocabulary focus. The teacher could give clear explanation to the students. All over the materials in chapter 2 was understanding and no significant mistake. The book volume of the material matched and appropriated with the classroom situation and the students‟ need. The composition and compatibility of pictures and illustrations in the draft book was clear and easy to understand. The methods of Project-based Learning were appropriate with the students‟ level shown in the project activity. In relation to the activities, the students seemed confuse to do the activity 3. There were some additional activities on it. Based on observation in the class, activities 3a and 3b were easy to do by the students. It just needed phonetic symbol to help the students pronounce the words. Meanwhile, in activity 3c needed more revision. The students could not understand how to name the material of medicines and shape. It was also strengthened by the result of FGD that revealed that the students felt activity 3c was confusing. The following is the quotation of the student‟s statement while conducting FGD about the draft material in activity 3c. Klo menurut saya di chapter 2 ini kan banyak gambar - gambarnya nah itu bikin ga’ bosen sangat menarik dan juga sudah sesuai dengan jurusan keperawatan. Terus disitu kan juga dikenalkan tentang jenis obat-obatan juga itu sesuai banget sama materi keperawatan. Cuma yang bagian activity 3c itu pas observasi gambar obat terus diminta buat nyebutin bahan-bahan obatnya saya masih bingung. Student From the student‟s statement while conducting FGD about the draft material above, can be concluded that the materials in activity 3c needed to be revised. Moreover, the teacher said that the activity 3c should be written in simple information of the medicines. The following is the quotation of the teacher‟s statement while conducting FGD about the draft material in activity 3c. T : Kemudian yang perlu pembetulan lagi itu ada di halaman 32 activity 3c yang berhubungan dengan shape dan material tentang pengenalan obat. Material itu kan bahannya terbuat dari apa klo di buku ini kan cuma dikenalkan tentang powder gitu, sedangkan untuk materi tentang pengenalan benda yang kami pelajari itu kan bahannya terbuat dari plastik atau kayu. Kemudian kalau untuk obat itu cukup pengenalan saja kalau untuk siswa jurusan keperawatan kan tidak perlu terlalu detail seperti siswa jurusan farmasi. R : Ya baik Pak. Jadi dibikin simple saja ya Pak untuk sekedar pengenalan bentuk dan jenis obat nggih Pak. T : Iya…kalau untuk yang lainnya sih sudah cukup baik dan jelas. Statements above are taken from transcript of FGD 2. The teacher suggested the researcher to simplify the medicine information in activity 3c. At the end of the second try out, the researcher distributed the questionnaire to the teacher and the students. It was carried out to find out the response from the students and the teacher toward the draft being tried out. There were eight aspects to be assessed in the questionnaire as shown in table 4.18. From the table 4.18 , the mean of the teacher‟s response toward the draft in try out 2 is 90.87. It is categorized into excellent. The design, objective, organization, language content, language skill, topic, method, and procedure are in excellent category. The following was the result of the questionnaire try out 2 from the teacher. Table 4.18 The Teacher‟s Response to Try Out 2 Aspects Teacher’s Response Mean Design 100 90.87 Objective 93 Organization 87 Language Content 87 Language Skill 80 Topic 100 Method 90 Procedure 90 Meanwhile, the researcher also distributed the questionnaire to the students. The questionnaires were distributed to 32 students. There were 20 items that represent eight aspects to be assessed in the questionnaire as shown in table 4.19 as the result of the questionnaire try out 2 from the students. Table 4.19 Students‟ Response to Try Out 2 Aspects Students’ Response Mean Design 93.56 90.52 Objective 94.48 Organization 85.06 Language Content 91.72 Language Skill 87.93 Topic 91.03 Method 91.03 Procedure 89.31 From the table above, the mean of the students‟ response toward the draft in try out 2 is 90.52. It is categorized into excellent. It means that the draft in try out 2 was implemented well in the classroom. From the result of observation class, questionnaire, and FGD, it was found some main findings related to the developing guideline. 1 Based on observation in the class, activities 3a and 3b were easy to do by the students. It just needed phonetic symbol to help the students pronounce the words. 2 The teacher said that the draft module was feasible to support the students in improving their English skill based on their needs in nursing program. Nevertheless, the teacher suggested adding some information about shape and simplifies the medicine information in activity 3c on page 32. As conclusion, the material had progression to meet the students‟ needs of English for nursing skill program. However, to make it feasible draft book, the researcher got some suggestions for the revision of the final draft materials. 3 Revision of The Product from Try Out 2 Based on the result of observation, questionnaire, and FGD in the second try out, it showed that the activities and the project run well. The students were very active to do all the activities and project. The researcher got some revisions from the second try out as follows; add some phonetic symbol to help the students pronounce the words in activities 3a and 3b and simplify the medicine information in activity 3c. To conclude the evaluations and the revisions of the second try out, it can be seen through the figure 4.27 as the quotation of revision three. Before revision After revision Figure 4.27 Revision of Activities 3a and 3b in Chapter 2 The researcher added some phonetic symbol to help the students pronounce the words in activities 3a and 3b. The researcher also added some information about shape and simplified the medicine information in activity 3c. The revision can be seen through the figure 4.28 as the quotation of revision four. Before revision After revision Figure 4.28 Revision of Activity 3c in Chapter 2 c The Third Try Out Chapter 3 The third try out of chapter 3 was taught in three meetings. The first meeting was taught in November 10 th , 2016. In the first meeting, the students learned chapter 3 of listening and speaking activities. The second meeting was taught in November 12 th , 2016. In the second meeting, the students continued the next activities in chapter 3 of reading and writing skills. Meanwhile the students did a project of chapter 3 in the third meeting in November 17 th , 2016. The following is the brief description of the implementation of the third try out. 1 Description of the Third Try Out First Meeting Chapter 3 was taught in November 10 th , 2016 as the first meeting. The topic of chapter 3 is “Personal Care”. The duration of time was 2x45 minutes from 10.30 – 12 a.m. The first meeting focused on the listening and speaking skills. The materials and activities of listening and speaking skills were taught in the first meeting. Every meeting the teacher used some media like as laptop, speaker, and LCD to support the learning process. He also asked the students to learn the materials in chapter 3 at home to make the teaching and learning process in the class more active and productive. a Topic Selection In the first teaching and learning process, the teacher started the class by praying together. Then, he asked the students to open the prototype book of Nursing Assistant Project on page 50 to know the purpose and goal when learning the chapter 3. After that, the teacher did warming up activity in activity 1 by giving some questions from the topic “Personal Care”. In activity 2 the students listened very carefully of listening audio to fill the blank conversation and answer some questions based on the listening dialogue. The teacher asked the students to read the dialogue of listening conversation together. After that, some students practiced the dialogue in front of the class. The teacher suggested to the students about their character when became a nurse and a patient in the dialogue. In the last minutes, the teacher asked the students to discuss project work in first cycle of topic selection guideline in activity 3. The students seemed enjoy the exercise very much. All of them participated and worked cooperatively. The detail description of them can be seen in the appendix. Second Meeting The second meeting of the third try out was in November 12 th , 2016. The teacher and the students continued to learn material in chapter 3. Time duration was 2x45 minutes from 07.15-08.45 a.m. Like the previous meeting, the teacher used some media to support the teaching and learning process using Nursing Assistant Project book. b Making Plan Here the students learned more about reading and writing skills. The students enjoyed the material and did all the activities to prepare themselves to do the final project in chapter 3. They learned how to help the elderly and ADLs patients for caring themselves with some treatments. They also learned some grammars and expressions in language focus section. Moreover they opened the vocabulary focus to get some information about difficult words which found in the material of chapter 3. The detail explanation of each activity can be found in the appendix. Third Meeting The third meeting of the try out 3 was implemented in November 17 th , 2016. The teacher and the students continued to do the final project in chapter 3. The project was about making an audio visual recording of s tudents‟ conversation. c Doing Research First of all, the teacher divided the students into 8 groups and asked them to read the project instruction before start the project. The teacher discussed the topic of the project based on the scenario provided in the book. The students made their own topic from the scenario which they chosen. The teacher asked the students to do the project in their group by making the dialogue first from the topic given. The teacher remembered the students to use the expressions which learned before. The detail description of the project can be seen in the appendix. d Sharing Result After conducting the project work, the students performed their dialogues in front of the class and recorded them in video files. During the students‟ performance, the teacher took some assessments using rubric assessment sheet. Meanwhile, the students took some self-assessments after finishing their dialogue performance. In the end of the teaching and learning process, the teacher gave some feedback to the students about the project which they did. 2 Evaluation of Try Out 3 There was no significant evaluation for chapter 3. Based on the observation class, there was no problem in teaching and learning process. Related to the draft content, the students seemed already understood the explanation about language function, grammar, and vocabulary focus. Most of the students could finish all activities well without any problem. In order to know the teacher and students response toward the implementation of the draft, they were given a questionnaire. It was the same questionnaire distributed before in try out 1 and 2. It has eight aspects and consists of 20 items. From the table 4.20, the mean of the teacher‟s response toward the draft in try out 2 is 92.37. It is categorized into excellent. The design, objective, organization, language and content, skill, topic, method, and procedure are in excellent category. Meanwhile, the researcher also distributed the questionnaire to the students. The questionnaires were distributed to 32 students. There were 20 items that represent eight aspects to be assessed in the questionnaire as shown in table 4.21 as the result of the questionnaire try out 3 from the students. The following is the result of the questionnaire from the teacher as shown in table 4.20. Table 4.20 The Teacher‟s Response to Try Out 3 Aspects Teacher’s Response Mean Design 93 92.37 Objective 100 Organization 93 Language Content 93 Language Skill 80 Topic 100 Method 90 Procedure 90 Table 4.21 Students‟ Response to Try Out 3 Aspects Students’ Response Mean Design 96.55 92 Objective 96.78 Organization 87.59 Language Content 95.86 Language Skill 84.14 Topic 91.38 Method 94.48 Procedure 90.00 From the table 4.21, the mean score is 92. It means that the students agreed that the implementation of the draft book is excellent. All aspects are categorized into excellent as well. There are no problems on the aspects. The result of the FGD with the teacher and the students also shows that the objectives of the learning in chapter 3 were suitable with the students‟ study program. The quality of the input was good enough and the materials were appropriate with the topic, syllabus, and curriculum. However, the teacher said that the listening material was very good enough which came from native speaker; just need some repeating to make the students understandable. The following was the statement about it. Kalau menurut Bapak yaa listening sudah bagus kok dan tidak terlalu sulit, cuma memang klo baru pertama dengar memang belum familiar jadi harus diulang beberapa kali supaya terbiasa. Jadi menurut saya tidak perlu ada suatu revisi yang terlalu drastis. Mungkin mau diganti seperti apapun kalau yang berbicara native ya akan sama saja hasilnya. Kalau untuk ukuran native saja itu sudah diperlambat berbicaranya klo mau diperlambat lagi yaa jangan-jangan nanti malah ngomongnya jadi gagu itu. Teacher Meanwhile, most of the students said that the project in chapter 3 was better than the previous chapters. They worked in group actively to do the project. From the explanation, it can be conclude that the product was feasible draft materials. 3 Revision of The Product from Try Out 3 Based on the result of observation, questionnaire, and FGD in try out 3, the researcher does not need to conduct any revision in the chapter. The materials are appropriate with the topic in the syllabus and curriculum. It is called feasible draft materials. Overall revisions change the prototype into the final product. The changes after trying out for the three times are resumed briefly in the table 4.22. Table 4.22 Revision from Try Out 1 – 3 Try Out Revision Try out 1 - Move the answer sheet for activity 1 after the dialogue or make it in the same page. - Move the placement of dialogue script in activity 3 in the right order of placement like as the usual dialogue conversation. Try out 2 - Add phonetic symbol to help the students pronounce the words in activities 3a and 3b. - Add some information about shape and simplify the medicine information in activity 3c. Try out 3 - From the table 4.22 above, can be seen that the draft product was tried out three times and revised until get the qualified of feasible product. In try out 1, the answer sheet material in chapter 1 activity 1 was moved after the dialogue. In activity 3, the dialogue script should be rearranged into good dialogue. Meanwhile, in try out 2 the material of chapter 2 was added some phonetic symbol to help the students pronounce the words in activities 3a and 3b. In activity 3c, some information about shape was added and simplified the medicine information. In the last try out, there was no revision for the material of the product after got some revision and evaluation from the previous try out. It can be concluded that overall revisions and evaluations change the draft product into the feasible final product.

d. The Final Product of “Nursing Assistant Project”