109
Characters Sex
Name Age
A professional writer Male
Roderick Hall Late 60s
A mysterious woman Female
- -
A treasure hunter Male
Captain Hunter 32 years old
A student Male
Jack Cooper 13 years old
A student Female
Polly Cooper 13 years old
A head master Female
- Middle 40s
A talk show host Female
- 20s
A rising movie star -
Tan Xiang 15 years old
A presenter Female
- 20s
A professional baker Male
Albert Cook 62 years old
A mysterious man Male
- 40s
A police officer Male
- 30s
A pharmacist Female
Annabelle Cook 32
A professor Male
Cullen Wright 58
A lawyer Female
Kay Loony 35
A list of characters, presented in Table 4.13, was the result of the materials final revision. The researcher had made some adjustments with the result of the
final revision of the subject contents. The researcher also had considered the learning and teaching activities.
c. Settings
In each unit of story, the researcher developed settings of time and place. They were developed to create atmospheres and social and cultural contexts of the
stories. Besides, they were developed to show the contexts of the language. In presenting the settings, the researcher did not explicitly show the time and the
place using pictures. The reason was because the researcher wanted to develop the students‟ curiosity. The list of the settings is presented in Table 4.14.
Table 4.14 The List of the Settings Unit
Settings Time
Place
1 In the morning and at night
At the professional writer‟s apartment 2
- At a mysterious house
110
Unit Settings
Time Place
3 During summer holiday
At Summer School 4
- At the detective‟s house and
in the Xiang‟s room 5
During a patisserie competition At the location of the competition
6 -
At the police office and at a café
A list of settings, presented in Table 4.14, was the result of the materials final revision. The researcher had made some adjustments with the result of the
final revision of the subject contents. The researcher also had considered the learning and teaching activities.
5. The Titles of the Workbook and the Stories
In determining the tittles, the researcher considered the language and the content of each unit of story. The researcher tried to use a simple language that
could represent the content of the stories. There was only one word that might not be familiar to junior high school students the word
„fame‟. The researcher used it because it was the most suitable word that could represent the content of the
story. Besides, the researcher wanted to develop students‟ curiosity. When the
students were curious about the titles, they would be encouraged to read the stories. The list of the titles is presented in Table 4.15.
Table 4.15 The List of the Titles Workbook Title
Unit Title
The Blacks 1
The Black Family 2
A Treasure Hunt 3
Summer School 4
The Mask of Fame 5
Hey, Cookie 6
Death in the Crowd
111 A list of titles, presented in the Table 4.15, was result of the materials final
revision. The researcher had made some adjustments with the result of the final revision of the subject contents. The researcher had made some changes in
determining the title and writing the title. The researcher also had considered the learning and teaching activities. The detail information of the revision is presented
in the materials revision section.
6. The Organization of Task
As it had been mentioned in the previous section, each unit had a sequence of tasks. The tasks were teaching or learning activities that were specified based
on the subject contents that had been selected and organized and stories that had been developed. In specifying the teaching or learning activities, the researcher
applied TBLT conceptual basis and framework. The reason was because TBLT provided clear guidelines and supported the Indonesia current curriculum, the
SLBC of 2006. It also provided effective and efficient condition for learning and teaching English for grade VII students at SMP Negeri 2 Yogyakarta.
In this workbook, each unit consisted of rehearsal tasks and activations task. Rehearsal tasks were designed to give students opportunities to prepare and
practice what they have learned from the teacher. The type of rehearsal tasks were listing, ordering and sorting, and comparing. Then, activation tasks were designed
to give students opportunities to reproduce or manipulate what they have learned from the teacher. The types of activation task were problem solving, sharing
personal experiences, and creative tasks. They were developed based on the adaptation of Willis‟ six types of tasks. Besides, each unit consisted of language
tasks and communicative tasks. They were designed to develop students‟ language
