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people around the students’ life. The learning was emphasized on rearranging words to make a sentence and rearranging sentences to make a paragraph in both
tenses. Fourth, Occupation topic discussed about the description of certain jobs. The students would learn how to match the job description to its kinds of job.
All of the exercises were uploaded on certain computer software that had mechanical system to count the score after the students had finished completing
the exercises. In order to be accessed more easily by the students and the teacher, the exercises would be uploaded on certain web program. Therefore, the product
of this study needed computer and internet connection.
3. Developing preliminary form of product
In order to develop preliminary form of product, the writer used Understanding and Using English Grammar Book Azar: 1989 and computer
equipped with internet connection in order to look for the definition and the examples of both tenses.
a. Developing and Selecting Instructional Materials
At first, the writer prepared the exercises focused on the learning of simple present tense and simple past tense and uploaded them into Hot Potatoes software.
Therefore, the instructional was in the form of computer-based exercises. There was also feedback typed in the software as the reinforcement to the students
whether or not they chose the correct answers. These computer-based exercises led the students to learn independently.
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According to Rude 1986, the application of computer program in this study was as teacher utilities software the fifth type of computer program. It was
because the teacher was aided with the program to design exercises for the students. Hence, the forms of the exercises were like playing a game. Meanwhile,
games that offer repetition in viewing words usually to work better in developing a core set of English words to build on “Using,” 2008.
In developing the exercises, the writer provided three units that had same topics. Each topic consisted of different titles, but it had the same core of English
learning. The choice of topics and titles reflected the environment closed to the students’ life. Those titles contained exercises that were in accordance with the
curriculum used in school which was focused on learning both tenses. The designed exercises were elaborated in Table 4.6.
Table 4.6: The Titles of Designed Exercises Unit
Topic Title
Unit One Simple
Present Tense
Fruits Fruits in The Garden
Some Interesting Places Strolling at Malioboro
People Around Me • In a Village
• How to Produce Rice from Rice Plants Occupation
In an Office Unit Two
Simple Past
Tense Fruits
Fruits in A Bowl Some Interesting Places
• At Ragunan Zoo • At a Vocational School
People Around Me At a Market
Occupation In a Field
Unit Three
Review Both
Tenses Fruits
I Like It Some Interesting Places
My Hometown People Around Me
The Family Occupation
What would I be?
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Each unit of the exercises contained four topics. The same topics had the same learning objectives. The description of the types of the exercises on each
topic was on the following page. 1 Fruits
The exercises on Unit One and Unit Two reviewed how to use to be is am are was were as a linking verb in a sentence. Meanwhile, the exercises on
Unit Three reviewed the combination of both tenses, but it still focused on the use of to be as the linking verb. The students should type all of the answers on the
computer’s keyboard. 2 Some Interesting Places
These exercises led the students to use the correct verb in a sentence. The form of the exercises was multiple choices, so the students should choose one
correct answer for each question. In Unit Two, there were two different titles, namely At Ragunan Zoo, which would learn about regular verb in Simple Past
Tense, and At a Vocational School, which would review irregular verbs in Simple Past Tense. The students should click their answers which appear on the computer
screen. Unit one and unit two were provided with a short movie related to each
title. Hence, the exercises given in each title was related to the movie. However, the writer did not provide a sort of movie in unit three because of limited time in
designing the product. 3 People Around Me
The exercises would present some correct sentences, regarded the kind of
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tenses on each unit, in the form of jumbled sentences. Therefore, the students should rearrange the sentences in order to make a good paragraph by doing right
click of the computer’s mouse on the chosen sentence. In addition, in Unit One, the writer provided two topics. The first topic commanded the students to
rearrange jumbled words in order to make a good sentence. This kind of exercise only appeared once in the whole designed exercises because the purpose of this
exercises was only to introduce the students on how to do this kind of jumbled exercises. Meanwhile, the second topic commanded the students to rearrange the
jumbled sentences. This kind of exercise appeared in the whole designed exercises.
4 Occupation These exercises would review the use of to be and verb in case of creating
good sentences. However, these exercises did not allow the students to type the answers. But, these exercises would lead the students to read good sentences.
After that, they should match the pictures based on the description given by dragging the pictures to its description.
This product could be accessed by the students many times. Therefore, it would support the theory that the students needed activity that consisted of
repetition of the learning materials in order to learn grammar.
4. Preliminary Field Testing
