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c. Selecting Learning Experiences In this step, the learning experiences for each unit were designed. The
learning experiences were designed according to the Competency Standard, Basic Competence, topic, theme, and indicators of each unit. The designed reading blog
provided various learning experiences for the students. However, the learning experiences of all units were divided into three parts.
1 Pre activities. In pre-activities, the students were given a brief orientation about what the materials would be about. The orientations were presented in forms of
videos, pictures, anecdote, questions, and others which could attract and lead the students to the next activities.
2 Main activities. The purpose of the activities was to facilitate students to comprehend the text. In order to do so, the writer formulated tasks which the
students should accomplish. The tasks included identifying generic structures, answering text-comprehension questions, grammar exercise, and vocabulary
mastering. 3 Post activities. The activities pointed on summarizing or drawing conclusion of
what had been learnt from the unit.
3. Develop Preliminary Form of Product
In the planning step, the writer defined the Competency Standard, Basic Competence, topics, time allocation, themes, subject contents, and the indicators
of the designed reading blog. Based on this output, the writer developed the reading blog which consisted of eight units. The objectives and topics were
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defined from KTSP and the school’s curriculum. The theme for each unit was adapted from the result of need diagnosis. In developing the reading blog, the
writer referred to some sources including English text books and websites in the internet.
4. Preliminary Field Testing
After designing the reading blog, the writer gained evaluations and feedbacks from the respondents of the second group consisting one English
teacher of SMA BOPKRI 2 Yogyakarta and two lecturers of English Education Study Program, Sanata Dharma. The writer chose one English teacher because
there was only one English teacher in SMA BOPKRI 2 Yogyakarta who was in charge of the tenth grade students. The two lecturers of English Education Study
Program were chosen by considering their teaching experiences, expertise, and their education background. The preliminary field test was done by distributing
the printed version of the reading blog and a questionnaire. The preliminary field testing was started on December 2
nd
, 2010 and ended on December 13
th
, 2010. The details of the preliminary field test results are as follow.
The questionnaire for the preliminary field test was divided into two parts. The first part of the questionnaire contained nine statements about the reading
blog. From this part, it was revealed that all respondents agreed that the indicators were well formulated, the designed materials are able to meet the basic
competence, the content of the designed materials are well-elaborated, the topics are well arranged, the tasks in each unit help student to achieve the basic
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competency, and the tasks motivate the students for further reading. In the statement about the materials relevancy to the students’ knowledge and level, one
respondent was undecided while two others strongly agreed. For the statement about the level of difficulty’s appropriateness and whether or not the tasks
encourage the students for independent learning, one respondent was undecided, one chose “Agree”, and one chose “Strongly agree.”
Table 4.5 The Result of Preliminary Field Testing Part I
No Statement Numbers and Percentage
1 2
3 4 5
1 The Indicators are well
formulated.
3 100
2 The designed materials are able
to meet the basic competencies.
3 100
3 The content of the designed
materials are well-elaborated.
3 100
4 The materials are relevant to the
students’ knowledge and level.
1 33.3
2 66.7
5 The level of difficulty is
appropriate to the students’ level.
1 33.3
1 33.3
1 33.3
6 The topics are well-arranged.
3 100
7 The tasks in each unit help
student to achieve the basic competency.
3 100
8 The tasks motivate the students
for further reading.
3 100
9 The tasks encourage the students
for independent learning.
1 33.3
1 33.3
1 33.3
The second part of the questionnaire consisted of five open-ended items. The first item focused on the general comments or opinions about the designed
materials. All respondents stated that the materials were well-explored and well- developed. One respondent stated the materials were suitable for the tenth grade
of high school students, while one respondent hesitated about the level difficulty.
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The second item asked the respondents general comments or opinion about the layout of the blog. One respondent stated that the layout of the blog is well
enough. One respondent stated that the layout did not attract and was not interesting since it was lack of colours and artistic design. The other respondent
did not answer. The third item focused on the learning activities given in the reading blog. One respondent stated that there should be explanation how the
students and teacher would use the materials, and the activities should differ from the classroom activities since the materials were designed as supplemental
materials. One respondent answered that the various activities could motivate students to learn more. One respondent asked if the 90-minute-time allotment
would be enough for the various activities in one unit. The fourth item focused on the weaknesses of the designed materials. One
respondent answered that the materials did not appear as materials for a blog as they were not explicitly distinctive from the classroom materials. The other
respondents did not answer. The fifth item asked for the respondents’ suggestion for improvement of the designed materials. One respondent suggested adding
“Batik” as a topic for reading. One respondent suggested the writer explain how teacher and students should use the materials in accordance with the classroom
materials. One respondent suggested considering again the level of difficulty, the time allotment, and the use of passive sentence in descriptive text.
From the result of the preliminary field testing, the writer concluded several points.
a. The indicators were well formulated.
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b. The designed materials and the tasks were able to help the students to meet the basic competencies.
c. The contents of the designed materials were well-elaborated. d. The materials were relevant to the students’ knowledge and level.
e. The level of difficulty is appropriate to the students’ level. f. The topics were well-arranged.
g. The tasks were able to encourage the students for independent learning. There also some points needed to be highlighted for the main product revision.
a. The layout was not attractive or interesting as it lacked colours and artistic design.
b. The manual for teachers was not clear. c. The time allotment 90 minutes was not sufficient to hold all the activities.
d. The materials were not distinctive from classroom materials.
5. Main Product Revision
