The Final Version of the Designed Materials

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5. Results of Main Product Revision

Seeing the result of the preliminary field testing, the writer made some revisions to the designed materials. Firstly, the writer mentioned the goals of every unit and the genre to learn. secondly, the writer gave number to every activity in the materials. Thirdly, the writer simplified the instructions. Fourthly, the writer reset and relocated some disturbing pictures. Fifthly, the writer reduced some English-Indonesian translation activities and changed them into other activities, such as matching synonyms or words with their meanings. Sixthly, the writer reduced some numbers of non-useful, ambitious words.

B. The Final Version of the Designed Materials

To answer the second research question, what the designed set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta looks like, the final version of the materials is presented in this study. The materials are composed of two parts: the Teacher’s Book and the Student’s Book. The Student’s Book consists of the final version of the designed materials while the Teacher’s Book consits of the rationale, syllabus, teacher’s guideline, and answer key. The Teacher’s Book can be found in Appendix G. Meanwhile, the Student’s Book comprising the list of content, nine units of learning materials, and references can be found in Appendix G. In the first unit, the materials are about things that students usually meet and need in daily life, such as car, cupboard, ruler, coin, river, etc. in this unit, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 students were asked to match the name of some furniture with their definition, describe some things, report some things, and match some words with their synonyms. Unit two discussed the festivals during a year, namely New Year, Easter, Indonesia’s Independence Day, Thanksgiving Day, and Christmas. In discussing New Year’s celebration, the writer asked the students to observe a picture and mention five things they can find in the picture. Then, the students are to match some pictures of things needed in New Year’s celebration with their names, rearrange jumbled words to form good sentences. After that, the writer chose a passage about New Year’s Eve in Australia and asked the students to mention the meaning of some words. Then, the next discussion is about Easter celebration in Canada. Students were asked to brainstorm on Easter day and Easter egg. After that, the students were asked to read a passage, mention parts of speech of some words and their definitions. In discussing Indonesia’s Independence Day, the students were to mention five things that only occur during the celebration, complete a passage by filling in some blanks using the given words, and write some sentences containing some phrases. In Thanksgiving Day discussion, the students were asked to read a passage then mention the difference between Thanksgiving celebration in the USA and in Canada, mention what made Thanksgiving celebration was special, mention parts of speech of some words, and match some words with their synonyms. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 Finally, in discussing Christmas in England, students were to mention special stuffs that could be found During Christmas season, read a passage, mention the parts of speech of some words, and guess some words missing from the passage. Next, the third unit discussed some important plants for human life and a flower originally from Indonesia. Plants discussed in this unit were staple foods, rice, and Raflesia Arnoldi. First of all, students were asked to mention some foods that can be made from some staple foods, complete a passage by filling in some blanks, match some words with their Indonesian translations, match words with their definitions, mention parts of speech of some words, change some words into other parts of speech, circle some words whose definitions were mentioned previously, and fill a table using the words found in the previous exercise. Unit four talked about animals. First of all, the students are asked to report some animals by giving a tick to a table. Then, students were asked to match horse body parts with their names, match the name of fish body parts with their definitions. After that, students had to complete some tables to report elephant, shark, crocodile, frog, beetle, and peacock. Lastly, students are to report insect’s anatomy. In unit five, there were some discussions on disasters usually happened in Indonesia, namely flood, earthquake, volcanic eruption, and tornado. Firstly, students mentioned ten words related to floods. Then, they read a passage about floods, mention 20 nouns they could find in the passage, and answer some questions related to the passage. Next, they answered two questions related to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 76 earthquake, read a passage on earthquake, mention the process of a large earthquake, mention parts of speech and the bases of some words, and match some words with their Indonesian translation. Further more, students matched some information of volcanic-eruption picture with their Indonesian translation, read a passage, mention the synonyms of some words, and answer some questions related to the passage. Lastly, students read a passage on tornados and do a crossword about the passage. The sixth unit discussed about pourquoi tales. There were three passages used to discussed the topic, namely Why Dogs Chase Cats?, Why do Hawks Hunt Chicks?, and How the Leopard Got its Sots?. After reading the first passage, the students filled a table with verbs that could be found in the passage and wrote its infinitive forms, past tense, past participle form, and their Indonesian translations. Before reading the second passage, students are to match some pictures with their names. After reading the passage, students matched some words with their definitions. After reading the final passage, students matched some phrases with their synonyms and mentioned their infinitive forms. Just like the previous unit, unit seven contains three passages, namely A Mouse Deer and Mr. Farmer, The Tortoise and the Hare, and Goldilocks and the Three Bears. To start the activities in the seventh unit, students are asked to rearrange jumbled words into good sentences. After reading the first passage, students mentioned the Indonesian translation of some words and mentioned the antonyms of some words. Before reading the second passage, students brainstormed to mention any words to report a hare and a tortoise. After the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 readings, students matched some words with their Indonesian translations. After reading the last passage, students were asked to mention the antonyms and synonyms of some words that could be found in the passage. Unit eight discussed about problems usually faced by the students, namely broken-home family, social networking, the importance of English language, and political problem. First of all, students read some statements about broken-home family. Then, they mentioned the Indonesian translation of some words that could be found in the statements. In discussing social networking, students did a survey on the use of social networking media, rearrange jumbled words into good sentences, and decide whether the statements were the positive or the negative effect of the use of social networking media. In discussing the importance of English language, students are to fill in a questionnaire. Finally, students pretended to be some experts and discussed in a group about suggestions they could give to The President. The final unit was talking about go green banners. There were three banners namely plastic bag, go green week, and one man one tree. In the discussion of the first banner, students mentioned the Indonesian translation of some words found in the banner and made a presentation list containing any information of the banner. After reading the go green week banner, students filled a table with any information found in the banner. Lastly, students mentioned five words or phrases related to the banner on one man one tree and then mentioned the Indonesian translation of some phrases found in the banner. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 78

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions. This chapter is divided into two subchapters. In the first part, the writer concludes the summary of the study. Meanwhile, in the second part, suggestions that follow up this completed study are provided.

A. Conclusions

This study was intended to answer the two research questions: a how is a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta is designed, and b what the designed set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta looks like. To answer the first research question, the writer conducted a library research in order to gain any information to support the study. Afterwards, the writer adapted Kemp’s instructional design model to develop the materials. As Kemp’s final step was not suitable to the research, the writer only used seven steps of the total eight steps. To cover the seven steps of the writer’s model, Research and Development R D method was used by the writer. Those R D steps were PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI