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b. Selecting Learning Activities and Resources
This step was to select the learning activities and resources, which were used as instructional activities and media. To select the learning activities, the
writer used task-based learning approach TBL Willis, 1996. The TBL‟s
framework was divided into three parts which were pre –task, task cyle and post-
task Willis, 1996. Furthermore, the instructional activities were devided into Pre – activities , activities cycle and post acitivities. The detail explanation is
presented as a follows.
1 Pre
– Activities
Pre-activities were warming-up tasks. The students were set to follow further lessons. The pre-activities aimed to explore the topics, highlight useful
words and pictures and direct students‟ interests in doing the tasks. The pre- activities covered topic introduction using pictures or questions, brainstorming
and activating language Willis, 1996. This section was called Knock - Knock. This section was used also to activate studen
ts‟ background knowldge into certain unit of learning and to memorize some new vocabularies related to the
lessons. The types of the tasks were to identify pictures, answer questions, mind mapping. The time estimations were between 10 to 25 minutes.
2 Activities Cycle
In common, activites cycle deliberated to help the students to increase their reading and writing skills. The cycle tasks were divided into task-preparation
and task-realisation Willis, 1996. The task-preparation directed the students to
think about the issues in the texts, brainstorm the ideas occurring in the texts, and
81 activate language rules. Then the task-realisation regarded the steps to produce a
text. There were three sections which were Reading Section, Grammar Focus, and Writing Section.
In reading part Reading Section, there were two or three texts and some questions to analyze the contents of the texts . The content analyses were to look
for the general information dan the specific information from the texts. There were several techniques which were reading aload, skimming, and scanning. To
read aloud, the students made prediction on the contents of the text. The skimming technique was used to get the general information about theme, main
sentence, the characters etc. Then scanning technique was to identify the parts of the text and get the specific information from the texts. There were several
activities which were mind mapping activities, jigsaw activities, and information- gap activities. The time allocations were between 30 up to 50 minutes.
Futhermore, the exercises on grammar Grammar Focus were to help the students to acknowledge some grammatical rules which empowered them in
writing. The students did some exercises on grammar tasks. The time estimations were between 15 to 30 minutes. And then, to write Writing Section, the students
wrote in groups or pairs. The simple precedure of writing were naming, completing blank texts, rearranging sentences, punctuating a text and producing a
simple text. Addtionally, there were several project tasks in which the students should do outside the class. Time allocations were between 30 to 50 minutes.
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3 Post Activities
This section, namely Assessing Yourself, was an assessment task which covered language exercises and feedback. There were two kinds of the assessment
which were the personal assessment and the summarized assessment. For the personal assessment, the students gave a tick on the providing statements in a
table in order to value their works or friends ‟ works. Then the students created a
summary of the lessons maintaining what they have got through learning each unit. The time estimations were 10-15 minutes.
B. Researh Findings and Discussion of the Materials Evaluation
At this sub chapter, there were two parts which were presented. The frist part was the preliminary filed testing which was recommended for conducting
evaluation on the designed product. The second part was the main product revision which attended to make revision based on the results of the evaluation on
the designed product.
1. Preliminary Field Testing
At this stage, the writer conducted evaluation. The framework of this stage was seen in figure 4.5.
Figure 4.5: Preliminary Field Testing Framework
Preliminary Field Testing
Evaluation
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