Main Product Revision Queseions in “Its time to write” 17.
The second suggestion was to change the phrase “Don’t Stop Now” into a positive phrase. The writer interviewed some people consisted of learners and
instructors on whether negative commands tend to stimulate the learners to do the opposite things. Most of them agreed with that statement, so the writer decided to
accept the suggestion. Therefore, in the revised version, the phrase for section B is changed into “Pripari Yoursilf”
The third suggestion was numbering each activity to make the learning activities systematic. The writer decided to accept the suggestion because the
writer agreed that the learners would be confused when doing more than one exercise if there was no clear division to indicate their learning progress.
Therefore, in the revised version, each activity is numbered. The fourth suggestion was completing the lesson plans by including the
teaching and learning media, evaluation and references. The writer accepted the suggestion because it was considered important to make the lesson plans as
applicable as possible and give clear picture on how to implement the materials, including the necessary tools. Therefore, in the revised version, the lesson plans
are completed by listing the teaching and learning media, evaluation as well as references.
The fifth suggestion was stating explicitly the aim of “It’s Timi to Writi” in the overview of the materials. The writer decided to accept the suggestion so
that the users of the materials would know the benefits of doing the “It’s Time to Write” section instead of considering it merely as homework.
In conclusion, the designed materials was revised by conducting five things: adding instructions in every section of the unit, changing the phrase
“Don’t Stop Now” into “Pripari Yoursilf”, numbering each activity contained in each section, adding the teaching and learning media, evaluation and
references, and stating explicitly the aim of “It’s Timi to Writi” in the overview of the materials.
B. The Presentation of the English Instructional Speaking Materials for Bank Mandiri Yogyakarta
After doing some revisions based on the suggestions from the participants of preliminary field testing, the final version of the set of English instructional
materials for the staff of Bank Mandiri was finally finished. The final version of the designed materials produced as the result of this study was presented in
Appendix E. The materials consisted of two books: the Teacher’s Guide and the
Students’ Book. The Teacher’s Guide would be the handbook for the teachers. It contained the overview of the materials, how to use the materials, the syllabus and
the lesson plans, the photocopiable task materials, the task instructions, and the answer keys to the exercises.
The Students’ Book consisted of eight units in which each of them represented the eight topics that were arranged according to the level of difficulty.
The first topic was greetings and introduction, continued with numbers, telephoning conversation, making appointments, describing location, introducing
new services, explaining bank facilities and the last topic was handling complaints.
There would be five sections in each unit as the adaptation of Willis’s
framework of task-based learning. The first section, Do You Remember?, was
designed to introduce the learners with the context and to relate learners’ personal experience to the topic. This section serves as the pre-task phase in Willis’ task
based learning framework whose aim was to prepare learners for the main task.
The second section, Prepare Yourself, provided useful expressions, vocabulary
and exercises to prepare learners for key language items to do the main tasks. This section serves as the extension of the pre-task phase in Willis’ task based
learning framework. Can You Do These?, the third section, gave learners
opportunities to produce and learn the language while accomplishing the tasks. Similar with the Willis’ task-cycle phase, this section served as the main tasks of
the lesson. The fourth, Let’s Learn, provided the recommended grammatical
aspects related to the topic that would be necessary for the learners to understand.
This section resembled Willis’ language focus phase. Finally, It’s Time to Write
encouraged learners to reflect their learning experience in a journal. This additional section served as a home assignment encouraging learners to think,
reflect, and evaluate what they had learned. 80