96
Table 4.6. List of Sequenced Learning Objectives and Topics
Meeting Unit
Objective General
Topic Specific Topic
1 Pre-test
2 1.1
To introduce one-self and
others
To use the expressions of starting a conversation and
introducing one-self and others
Welcome to campus
a. Ice breaking
– start a conversation
b. Introduce one-self
and others
3 1.2
To ask for personal
information in simple way
To mention personal information in simple way
To use the language
expressions of asking for and giving personal information
a. Register one-self
b. Get an ID card
4 1.3
To identify personal
information
To identify the language expressions of asking for
personal information
To write simple utterances related to personal
information a.
Social media account.
b. Fill in a form
5 2.1
To identify the language
expressions of asking for and giving direction
To ask for location or place at
campus using the given language expressions
To give direction using the
given language expressions Study
orientation a.
Ask for information about some places
at campus b.
Give direction of some places at
campus
6 2.2
To list the adjectives for
describing physical appearance
To identify the language
expressions for describing physical appearance
To describe som
eone’s physical appearance using
simple utterances a.
Announcement b.
Email of someone’s
description
7 Progress test 1
8 3.1
To identify the language
expressions of how to do something or procedures
To use the language
expressions of how to do something or procedures
Media and resources
a. Things and facilities
in the library b.
Get the access in the library
9 3.2
To identify the language
expressions of how to ask for and give opinion
To ask for and give opinion
using the given language expressions
a. Internet access
b. Campus facilities
97
Meeting Unit
Objective General
Topic Specific Topic
10 4.1
To identify the information
about campus and class orientation
Get into the class
a. Class schedule
b. Syllabus
11 4.2
To identify the information in
written announcement
To identify the language expressions of how to give
and ask for information
To use the expressions of giving and asking for
information in simple short conversation
a. Announcement
b. Assignments and
exams
12 Progress test 2
13 5.1
To identify the information
provided in an advertisement text
To write a simple text related
to advertisement e.g. poster, brochure, pamphlet to
persuade others Interest
group activities
a. Community based
on hobbiesinterests b.
Pamphlet of clubs
14 5.2
To identify the information in
the given text
To identify the language expressions of giving
suggestion
To ask for suggestions or tips to make a choice
To give someone suggestions
or tips to make a choice a.
Email about asking for and giving
suggestion “How to choose the right
job” b.
Sharing about future job and
giving advicesuggestion
15 Final test
In order to support the learning process, the researcher also provided the evaluation strategy. The assessment for this learning model was provided in two
ways, those are formative and summative assessments. It referred to the achievement assessment because the aim is to place students appropriately and
check what has been learned Bailey, 1998. However, the assessment could also assess the proficiency, which was provided in form of pre-test and post-test.
Regarding the proficiency assessment, a pre-test was provided in the beginning of the course. The pre-test was conducted to quantify the knowledge attained by the
students with different learning styles and educational backgrounds. During the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98 learning process, formative assessment was better provided in order to identify and
meet the students’ progress. The formative assessment was presented in form of review in each meeting and two progress tests. The review was aimed to recall what
students have learned previously and to connect to the new topic. It also enabled to check students’ comprehension in the integrated skills. Progress test would also
help the teacher monitor the students during the learning process and reflect to the way of teaching. Finally, the final test was provided as the proficiency assessment
and the summative assessment which determined whether the students achieved the goal or not.
All components figured out in the Design stage were presented in the syllabus. The complete version of the syllabus can be seen in Appendix 6.
3. Development
Two previous steps were used as the basis to develop the product. Development stage involved developing the tentative product, preliminary field
testing, and main product revision. Those will be figured out as follows.
a. Developing the Tentative Product
The blueprint of the product had been presented in the syllabus. Then, the design of the product should also refer to some underlying theories. In this field,
the teaching learning cycle FeezJoyce, 2000 and the four strands Nation, 2007, as discussed in chapter two, were employed to make systematic contents. Both were
combined because the skills which were going to be learned by the students had to be integrated with the learning activities. The four strands were needed to balance
the learning activities. Nation 2007, p.1 said that the receptive skills and productive skills should be put in equal portion which see the appropriate balance
99 of opportunities for learning. The meaning-focused input, which could be provided
in listening and reading activities , built students’ knowledge and bridged the gap
between what they have already known and what they are going to know. Moreover, learning the vocabulary, grammar, and language expressions deliberately was
necessary to be provided in the learning process, although the portion was not dominant. Finally, meaning-focused output could be achieved when the learners
enable to convey the message by using spoken or writen language. In conclusion, the designed model adopted teaching learning cycle in developing the units and the
four strands in determining the activities. In developing the template product, the researcher reflected Feez and Joyce
2002 stages of the teaching-learning cycle. Each unit consisted of four stages which the teacher and students went through so that the students gradually gained
independent control of a particular text-type. The first part wa s called ‘What do you
know ?’ which represesented the first cycle, i.e. building the context. This stage
constituted the introduction in which the social context of the text-type was introduced. The authentic model like text or picture with text was provided so that
the students were able to explore features of the general cultural context. Besides, vocabulary building became one of the options for the activity to measure how far
the students had known the material. The context of situation could also be recognized by investigating the registers of the text-type, those were field, tenor,
and channel. The interaction occured between the teacher and the whole class. Then, modelling and deconstructing the texts became the whilst activity in
which the learners gained the text features. It wa s so called ‘Let’s find out’. The
students got the model with examples of the spoken or written texts. Combining the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100 second stage of teaching and learning cycle Feez and Joyce, 2002 and the
meaning-focused input Nation, 2007, the researcher provided the learning activities, such as reading text, listening to a conversation, and finding the meaning
of vocabulary based on the context. Then, the text was deconstructed to identify the social function, language expressions, and language features. Like the first stage,
the interaction occured between the teacher and the whole class. The third part was ‘Let’s practice’. It reflected the third stage of teaching and
learning cycle, joint construction Feez and Joyce, 2002 and began to focus on the meaning-focused output Nation, 2007. Thus, speaking and writing were the
examples of the learning activities. The students worked in pairs or groups to construct a text with the teacher’s guidance. The students deserved any assistance
from their peers and teacher. In this stage, the teacher began gradually to reduce the contribution to the text construction in order to let students got closer to control the
text independently. There were also interactions happened in this stage, those were teacher-student and student-student.
Finally, as Feez and Joyce 2002 proposed the learning cycle, the last part gave chance for the students to produce texts on their own. Thus, it was so called
‘Express yourself”. The students should have been able to work independently with the text. The examples of the learning activities were presentation, role-play or
conversation, discussion, writing text to persuade other people, and writing opinion or suggestion. This step aimed to show the students’ performances. The
performance then would be used for achievement assessment. The students were also expected to relate what they had learned to other texts in the similar or different
101 contexts. The interaction was between student and student, and teacher and student.
However, the role of the teacher was limited only to give feedback.
b. Preliminary Field Testing
The tentative product was then evaluated, so it was called preliminary field testing. In preliminary field testing, the researcher gained opinions, comments, and
suggestions from the experts. This step was so called expert validation. The description of preliminary field testing respondents is presented below.
Table 4.7. Description of Preliminary Field Testing Respondents
Respondent Gender
Educational Background
Teaching Experience in year
M F
S1 S2
S3 1-5
6-10 10
Lecturer who teaches in Introduction to College
English, Duta Wacana Christian University
1 1
1
Lecturer who teaches in Language Institute,
Muhammadiyah University of Yogyakarta
1 1
1
Lecturer who teaches in English Language Education
Study Program, Sanata Dharma University
1 1
1
There were three experts chosen based on their expertise in designing learning program and teaching experience in teaching English to college students. All of
them graduated from master degree and had teaching experience for 5 years and more than 10 years.
The data gathered in the preliminary field testing were through questionnaire. The questionnaire was distributed to obtain feedback for improvement and more
importantly to know whether the product is valid, reliable, and pratical. As stated by Chatterji 2003 that validity and reliability are related and established to make
102 the designed product effective, which also means the product can be accepted. The
accountability of the conceptual model and the iconic model was necessary. Hence, the results of the questionnaire could find out the acceptability of the concept, which
was measured by the degree of the agreement, and the acceptability of the product whether it was effective or not. The questionnaire consisted of two parts, closed-
ended and open-ended questions. The first part provided twenty statements in which the respondents could state their agreement. The respondent’s agreement were
differentiated into five points of agreement; strongly agree, agree, doubt, disagree, and strongly disagree. Then, the data gathered were put in triangulation in order to
gain the mean of each statement. The mean of each aspect showed the respondents tendency on each aspect of questionnaire. The higher the score meant the better the
product was. The following table shows the results of the expert validation.
Table 4.8. Results of Expert Validation
Item Statements
Degree of Agreement
Total Respon-
dent Total
Score Mean
5 4
3 2
1
Validity 1.
The learning objectives are achievable.
1 2
3 13
4,33 2.
The material is appropriate for
adolescence. 2
1 3
14 4,67
3. The content is current.
2 1
3 14
4,67 4.
The content is relevant to the needs of the
college students. 1
2 3
13 4,33
5. The content is accurate.
2 1
3 10
3,33 7.
The materials present opportunities for text-
based learning. 1
1 1
3 12
4,00 8.
The materials present options for meeting
individual needs. 1
2 3
11 3,67
