Feedback from the Classroom Implementation

107 Table 4.15 : Data Presentation of Students’ Responses on the Second Meeting No Question Response Total Absolutely Yes Yes Fair No Number of students Number of students Number of students Number of students Number of students 1 Are the listening activities enjoyable? 3 10 19 63 8 27 - - 30 100 2 Are the listening materials enjoyable? 3 10 20 67 7 23 - - 30 100 3 Are the listening materials easy to understand? 6 20 24 80 - - - - 30 100 4 Are the recordings clear? 8 27 18 60 4 13 - - 30 100 5 Are the instructions in each activity clear? 11 37 19 63 - - - - 30 100 6 Are the materials related to Visual communication Design Program? 27 90 - - - - 3 10 30 100 Based on the result of the first questionnaires, 90 students answered they enjoyed with the activities, and 83 students answered they enjoyed with the materials. It showed that most of the students were enjoyed the listening activities and the materials. Twenty six students 87 agreed that the listening materials were easy to understand. Furthermore, all participants answered that the instruction in each activity were clear. About 93 participants agreed that the listening materials were related to visual communication design. However, twenty three students 77 answered that recording was not clear. Only seven students 23 argued that the recording were clear. As mentioned before, the questionnaire for the second meeting was revised. The alternative answered was changed from two options into four options. From the second questionnaire, more than 50 of the participants agreed that the listening and its materials were enjoyable. About 63 students answered the listening activities were enjoyable and 67 of them stated that the listening materials were enjoyable. All participants also argued that listening materials were easy to understand. It was showed from the result that 80 students answered yes and another 20 answered absolutely yes. Moreover, 60 students argued that the recording was clear, and another 20 students stated that the recording was very clear. About 63 students stated that the instructions in each activity was quite clear, while 37 students that the instructions were very clear. Most of the participants, about 90 students, agreed that the materials for second meeting were related to Visual Communication Design Program. Only 10 students answered that the materials were not related to Visual Communication Design Program. Furthermore, the students’ responses from the open-form questions of the questionnaires can show their understanding of what they have learnt. On the first meeting, 30 students have written the topic and also kinds activities which they done on the first meeting. It means that all students whom fill in the questionnaires have known what they learnt and what activities they got. The students also mentioned the most interesting and difficult parts of all activities on the first meeting. Nineteen students mentioned that the most interesting activity was listening activity. They wrote that the listening activity was easy to understand and it was fun activity. Nine students mentioned that vocabulary activity was the most interesting part. They argued that in this activity they got new words and English terms of their vocational program. Moreover, some students also wrote some parts that they found difficult. Listening activity was one of the difficult activities. Twelve students said that listening activity was difficult because the recording was not clear. Another difficult part of the activities was the questions part. Seven students mentioned that some questions were confusing. On the second meeting, the writer conducted the rest of activities on unit one. Based on the result of the open-form questions, 30 students wrote the topic and also the activities they got on the second meeting. It can be said that all students recognized what they have learnt as well as on the first meeting. In addition, 19 students mentioned that listening activity was the most interesting part. The students also wrote difficult part of the activities on the second meeting. Eleven students mentioned that the comprehension practice was the most difficult part. It was difficult because some of the students were not understood the questions given on the activity. Moreover, eight students stated that there was no difficult part from the activities since the teacher helped them to understand the recording as well as the practice. From 30 students, there were 6 students whom did not fill in the most difficult part of the activities. Based on the responses of open-form questions both from the first and second meeting, it can be concluded that most of the students knew what they have learnt and understood the materials. In addition, the questionnaires provided spaces for the participants to write down their reasons or explanation about their answers. There were some reasons on why students enjoyed and actively took part on the listening activities. Most of the students agreed that the listening activities were enjoyable both on the first and the second meetings of classroom implementation. Some of them stated that it was fun because they learnt English materials related to their programs. They enjoyed it because the activities were carried out in a simple and relax way. Some other argued they enjoyed it because they seldom have this kind of activities. On the second meeting, some students stated that they enjoyed with the listening materials since it was clearer than the first meeting’s materials. Some other mentioned that the materials were easy to understand since it was still related to their vocational program. The students also gave some comments and suggestions for the designed materials. On the first meeting, most of them stated that the recording was not really clear. They suggested providing clearer recording. Some others suggested adding listening to the music. From the second meeting, some students suggested that the activities can be carried out in more fun and attractive one. Other participants suggested that the activities can be added by games or listening to the music. During the classroom implementation, the writer also found some weaknesses that were not recognized by the students. The writer realized that the activities were not done according to the lesson plan. According to the lesson plan, one unit was planned for one meeting 90 minutes. However, since the lesson run slower, only one unit can be implemented on two meetings. For the recording materials, the writer recognized that some parts of the recordings were not clear. Therefore, it needed to be re-edited into clearer recordings. Moreover, the writer recognized that there were some parts on the handbook that should be revised. The vocabulary activity on the pre-task section did not show TBLT techniques. The writer also found in unit 1 activity 5, one alternative answer was missing so that the students were confused to find the correct word. In addition, there was a question on unit 1, activity 6 that was not well arranged. In a conclusion, it can be said that the classroom implementation run quite well. Students were enjoyed the activities as well as the listening materials. It means that the representative of the designed materials was appropriate and acceptable. Nevertheless, since there were some weaknesses and suggestions of the designed materials and it’s implementation, revision needed to be performed to get much better materials.

9. Final Materials’ Revision

Based on the result of questionnaires and writer’s experiences during the implementation, the designed materials were revised into the final version. The following are the revisions of the designed materials: a. Revising the lesson plans From the experience of classroom implementation, it needed longer time to finish all activities on one unit. Therefore, each unit of the designed materials would be managed for two meetings 2 x 90 minutes. The revision result of the lesson plan can be seen in the appendix. b. Editing the recording materials The writer realized that some of the recordings were not clear. To make them clearer, the writer edited some of the recording files. c. Revising some parts of the handbook Some parts of the handbook should be revised as in the vocabulary activity and some activities on Unit 1. The writer improved the vocabulary activity into activity which exposes TBLT and also revised activities 5 and 6 on Unit 1 into the better ones. d. Adding listening to music Since each unit of the designed materials will be used for two meetings, the writer added one activity on two units. From suggestion of classroom implementation, many students suggested to add listening to music. Therefore, the writer included listening to music on unit two and unit three.

B. The Final Version of the Designed Materials

This part elaborates the final version of the designed materials after undertaking some revisions based on the Materials’ feedback and the Classroom Implementation. The designed materials were designed for the second year students of Visual Communication Design Program in SMKN 5 Yogyakarta. There are 8 units or topics, in which each unit is allocated for two meetings each meeting 90 minutes. Each unit consisted of 3 sub sections namely Get Ready Introduction and Pre task, Work It Main task, and Let’s Do It Post task. From the 8 units, three units were chosen as the representative materials, there were Unit 1 “Jobs in Visual Communication Design”; Unit 3 “Popular Logos”; and Unit 7 “How does a Camera Work?” The final version of the learning activities is described on the next page, while the final version of the handbook can be seen in the appendix C page 210. Moreover, the final design of syllabus can be seen in the appendix C on page 192 . 114 Table 4.16: Final Version of the Learning Activities Unit Sub-unit Title Section Aims activity Techniques Unit 1 Jobs in visual Communication Design Get Ready Introduction and Pre task Introduce and prepare students to learn about professions in visual communication design - Activity 1 : completing the mind maps of professions - Activity 2 : describing the professions using the mind maps - Activity 3: matching words used in the main task with their synonym - Activity 1 : 1. Students complete the mind maps of professions. 2. Teacher and students discuss the mind maps. - Activity 2 : 1. Using the mind maps, students describe the professions. 2. Some students share their descriptions. 3. Teacher and students discuss the descriptions. - Activity 3: 1. Students match the words with the synonyms. 2. Teacher and students discuss the result. 3. Students practice pronunciations of the words. Work It Main task Give exposure to the listening sources and provide tasks related to the listening sources. - Activity 4 1. Listening the recording and the completing missing words 2. Matching the descriptions - Activity 4 1. Students listen to the recording and complete the missing words. 2. Students match the descriptions with the correct pictures. 3. Teacher and students discuss the 115 Unit Sub-unit Title Section Aims activity Techniques - Activity 5 Listening the recording and completing the paragraph. - Activity 6 Answering questions related to the paragraph. descriptions. - Activity 5 1. Students listen to the recording and complete the paragraph. 2. Teacher and students discuss the paragraph - Activity 6 1. Students answer the comprehension questions. 2. Teacher and students discuss the students’ work. Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation Activity 7 Making a description of one profession in a group Activity 7 1. Students make a group consist of 3-4 members. 2. In group, students make a description of profession. 3. Some groups present their descriptions. 116 Unit Sub-unit Title Section Aims activity Techniques Unit 2 Popular Logos Get Ready Introduction and Pre task Introduce and prepare students to learn about popular logos - Activity 1 Mentioning the logos - Activity 2 matching words used in the main task with their synonym - Activity 1 1. Students find out the products or companies that used the logos provided in the pictures. 2. Teacher and students discuss the students’ work. - Activity 2 1. Students match the words with the synonyms. 2. Teacher and students discuss the result. 3. Students practice pronunciations of the words. Work It Main task Give exposure to the listening sources and provide tasks related to the listening sources. - Activity 3 Listening the recording and completing the information table - Activity 4 Listening the song and completing its lyric - Activity 5 Listening the recording and completing the missing - Activity 3 1. Students listen to the recording and complete the information table. 2. Teacher and students discuss the table information. - Activity 4 1. Students listen to the song and complete the missing lyric. 2. Teacher and students discuss the students’ work. - Activity 5 1. Students listen to the recording and complete the missing words.