Revision of the Flexibility

139 some facilities and equipments devices and applications were needed. They were identified based on the types of the teaching or learning activities and resources. In materials validation, the result of the questionnaire and direct evaluation on the materials showed that the total score of the workbook was 3.13 with a range 1 to 4. It meant the workbook was good but some crucial parts need some revisions and improvements. In other word the workbook had some strengths and weaknesses. In general, the strength of the workbook was that it showed a new idea of designing materials by combining a storybook and a workbook. Then, the weakness of the workbook the nine elements in the workbook did not fulfill the requirements of a well designed and acceptable workbook. Some parts of the general appearance, design and illustrations, supporting materials, learning objectives, stories, language, social and cultural context of the stories, tasks and flexibility of the workbook needed some revisions and improvements. In revision, some parts of the nine elements of the workbook were revised and improved based on the suggestions and comments of the practitioner and the experts. However, the researcher did not follow all the suggestions and comments because some of them could change the framework of the workbook. Besides, some of them were given as alternatives. Then, as the answer of the problem formulation, the integrated English workbook using stories for grade VII students of SMP Negeri 2 Yogyakarta was presented in the Appendix H.

B. Recommendation

The researcher has some recommendations for the English teacher, the grade VII students of junior high school, material designers, and other researchers 140 who are interested in using and designing an educational product, especially an English workbook for grade VII students of junior high school, based on the principles of integrated approach, TBLT conceptual basis and framework, the use of stories and multimedia materials.

1. For English Teachers

For English teachers who want to use the workbook in order to teach in the classroom as instructional materials, the researcher recommends them to read the user’s manual carefully. The researcher highly recommends them to encourage the students to practice using English in the classroom and work with a partner or in a group. The reason is because activities in the workbook are intended to develop communicative and collaborative learning. Therefore, it is necessary for them to motivate the students so that they want to participate in the discussions, practice the conversation, and perform their skills. For English teachers who want to use the workbook in order to support the main materials as supplementary materials, the researcher recommends them to carefully plan certain procedure. They need to give an overview about the story at the beginning of the course and employ the workbook at least per one unit. The reason is because the plot of the story and the tasks in each unit are one unity. Besides, it if they do not plan to employ one complete unit only take certain tasks, they should not mention about the story or asked the students to find the content of the story.

2. For Grade VII Students of Junior High School

For the students who want to use the workbook in order to learn by themselves outside the classroom or at home as supplementary materials, the