As the research did not include all those six steps, the materials writing should be modified. Since the materials were not written by an expert, the
researcher needed help from an expert to evaluate the materials. After getting expert judgment, the designed materials should be revised in order to produce a
more qualified product. Therefore, the researcher modified the model of materials writing into the following steps:
Figure 3:
Research steps in designing “Good at English” book
The researcher modified the model to be used in this research as follows:
1. Exploration of Needs
The researcher distributed the first questionnaire as the instrument and analyzed the syllabus of the junior high school as the way to analyze the target
and learning needs. The questionnaire consists of 14 questions that include six task components. The six task components are the goal, topic, input, teacher role,
learner role and setting. The results of the questionnaire were then analyzed by the percentage. This data were used to design the course grid.
Revision of the Materials
Evaluation of the Materials Production of the Materials
Pedagogical Realisation Contextual Realisation
Exploration of Needs
2. Contextual Realisation
The learning materials were adjusted with the actual condition of the students. This conversation book was designed based on social context in
Yogyakarta.
3. Pedagogical Realisation
The materials was designed based on the curriculum. Therefore, the course grid was developed as the guidance in the materials writing. The course grid
included the standard of competence, basic competencies, objectives, topics or unit title, language functions, learning activities, indicators, time allocation,
source and media. In the course grid, the researcher designed three units of learning materials of the expression of: inviting, accepting and refusing
invitations, agreeingdisagreeing, complimenting, and congratulating.
4. Production of the Materials
In this step, the researcher designed the materials. The materials consisted of three units. Each unit consisted of some sub units namely Preview, Warm
up, Presentation, Practice, Production, Review and Reflection. In terms of learning activities, in each unit of learning materials, the tasks were
categorized into the opening activities including the unit title, the goal of the unit, and the warming up activity; main activities of the expression of:
inviting, accepting
and refusing
invitations, agreeingdisagreeing,
complimenting, and congratulating and the evaluation; in the closing activities the researcher included evaluation and a summary of useful expressions.
