The Revision of the Designed Materials

73 the materials. Therefore, the students still could clearly read them. Previously, in Unit 4, the background color was dark purpple. Later, the researcher changed it with light purple. 3 Some teaching and learning media were added into the teacher’s manual. It was conducted to assist the teacher and students in delivering and learning the materials. The teacher only needed to multiply or use the teaching and learning media from the teacher’s manual in delivering the materials to the students. The resaercher, in Unit 1, added a paper with blank column of name, hobby, and idol to play “I am the Reporter” game. In Unit 2, the researcher added a picture of parts of body and the name of the parts of body to support the activity in Buid It Up section. The researcher also added, in Unit 4, a picture of class activity to support the activity in Buid It Up section. 4 The researcher changed the unclear instructions in the teacher’s manual. More sistematic and clearer instructions replaced the previous instructions which were considered unclear. Moreover, the researcher also revised the instructions in the student’s textbook. The researcher used simpler and clearer words to construct the instructions. The revising step of the designed materials was conducted to make up the final version of the designed materials. The respondents’ comments and suggestions were used to base the revisions.

B. The Description of the Designed Materials

This section aimed to answer the second research question. The present- 74 ation of the speaking instructional materials using games for fourth graders of SD Negeri Turi 1 Sleman would be briefly described below. Moreover, the final version of the designed materials could be seen in Appendix J. The designed materials were organized based on the even semester materials for the fourth graders of elementary school. There were four topics for four meetings; seventy minutes per meeting. The topics were listed on the next page. 1. I Like Hiking 2. Hold My Hands, Please 3. May I Have a Candy? 4. May I Go to the Library? Each topic consisted of five sections namely Build It Up, Say It Right, Language Focus, Do It Well, and Let’s Summarize. Those five sections represented the cycle of teaching speaking: Input, Practice, and Follow Up. The elaboration of each part was presented below. a. Build it Up This section aimed to introduce the topic of the lesson toward the students and direct students’ attention to the topic. Moreover, the students were focused on certain topic, words, and sentences they would use during the lesson. Simple activities were provided such as matching pictures, finding a right way, sticking the pictures, analyzing pictures and discussing with the whole class. Finishing those activities, students were assumed be ready to follow the learning activity. This section depicted the input phase of teaching speaking.