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From the three questions, the writer concluded the feedback and suggestions as follows:
1 The writer should reconsider the time allocation for each unit.
2 The writer should include the modeling step as in Genre-Based Approach in
every unit in the designed materials. 3
The vocabulary must be rearranged well. It is better to have the part of vocabulary in the pre-activity.
4 The vocabulary is not related to the previous parts.
5 It is better if the material of personal letter is changed into Email, message in
Facebook, etc. It will be more interesting and up to date. 6
The first and second question of the material evaluation questioner should be omitted because the Competence Standard and Basic Competence are already
formulated by Government. This means that Competence Standard and Basic Competence are already well-formulated.
C. Discussion on the Designed Instructional Materials Evaluation
From the data presentation, the average point of the central tendency is 3.9 on the scale of 5. This means that the designed materials were well-formulated and
acceptable to the grade VIII students of SMP Institut Indonesia Yogyakarta. However, the designed materials still need revisions based on the respondents’
comments, suggestions, and feedback. Besides, based on the respondents’ feedback and suggestions, the writer
revised the designed materials. The revisions were as follows:
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1. The writer added a new step. It was modeling which is one of the principles in
the Genre-Based Approach. The reason why the writer included this new step was to give the students the generic structure of the text. Based on the
respondents’ comments, the materials of SMP should be based on the principles of Genre-Based Approach. One of the principles in Genre-Based
Approach is “Modeled writing”. It is necessary to give the SMP students a model of the text since they are beginner in learning writing. They will get
more confused when they compose their writing without seeing any text model. In line with this statement, Knapp and Watkins 2005: 16 state that
the aim of Genre Approach is to provide the students with the ability to use codes of writing the genre and grammar effectively and efficiently. Without
these codes, writing can be frustrating and unproductive process for students. Based on those considerations, the writer added a new step in the designed
materials which was “Get focused”.
2. The writer changed the order of the designed materials. The order became
“Let’s start”, “Study the words”, “Get focused”, “Let’s write”, “Ask for feedback”, “Get ready to revise”,
and “Make sentences”. “Study the words”
is put after “Let’s start” in order to make the students ready in the
following activity. The post activity is done by making sentences using the
words in “Make sentences”.
3. The writer chose the modeling texts which are more related to students’ daily
life. Based on the principles of Contextual Teaching and Learning, students
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need to be able to connect what they have learnt in class to the application in the real world. Musclish, 2007: 40. This means that the real world
experience is important for the students in learning language. The writer applied the two principles of Contextual Teaching and Learning. They were
constructivism and inquiry. Constructivism means that the students learn the
language by reconstructing their previous knowledge which is related to the material. By giving the modeled texts which are related to the real world
experience, the students will be easier to understand the text. While according to the inquiry principle, it is better for the students to find the idea of what
they are writing which is based on their experience. In other words, the students really experience the idea of what they are writing. It will be more
beneficial for the students because they write something which is related to their real life. Besides, it will be easier to write because the have ever
experience it. 4.
The writer rearranged the time allocation in every unit. The writer gave more time in “Get focused” and “Let’s Write” The reason is that the students need
more time to understand the model and write. 5.
The material of personal letter was not changed into Email, message in Facebook, etc. The consideration was the school has no internet network to do
the activity. Besides, it would take more time.
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D. Presentation of the Designed Instructional Materials
