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teachers related to particular activities. 8.
Material implementation In the implementation, some concepts should be clarified, for
example, some difficult vocabulary words whose explanation
2. Main Product Revision
As the fifth step of Borg Gall’s 2006 RD, main product revision step deals with doing any required revision based on the suggestions obtained in
preliminary field testing. In main product revision, each unit was revised based on the suggestions given by the evaluators. Before going deeper into every units,
the suggestion that was related to the overall unit was about changing the word “understand” in the learning indicators. Therefore, by following Bloom’s
taxonomy, this word was changed into three words of identify, demonstrated, and classify, depending on the context of the objecive or learning incators.
Furthermore, the following parts discuss about the detailed revisions that were done in each unit.
In Unit 1, the picture provided in
Let’s Begin was added its source. In Let’s Prepare, the names of the input have already had the same part of speech.
The names of the input are Greeting Client Formally and Introducing SelfCompany. Furthermore, the instruction of the listening section in
Let’s Prepare was simplified into listen to the recording and fill in the blank spaces
below. In Let’s Reflect, the word difficult was changed into the word challenging.
In Unit 2, as suggested in
Let’s Begin, the position of the source of the description was placed below the source of the pictures in order to make the
students easier in reading the descriptions of the ceremonies. Furthermore, in the glossary, some words of bride and groom were added. In
Let’s Prepare, the first PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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statement of the exercise “There are eleven ceremonies...” was changed into “Pemaes is the leader of the...”. Furthermore, as there is the word leaves, later in
the classroom, the teacher will explain the different between leaves and leaf. In Let’s Do It, the instruction of the exercise was changed. It was from “Arrange
the following random paragraphs into a good order” into “Arrange the following random sentences into a good paragraph.”
In Unit 3, the words night occassion were changed into evening occassion
in Let’s Prepare. As the main activity of the unit, the activity in Let’s Do It
would contain additional activity which is explaining the clues of each picture, so that the students would have the same perception on the picture they choose. In
Let’s Learn, all of the questions in the exercises were revised to be more communicative. The new questions dealt with the real questions related to real
vendors. In Let’s Reflect, the tenses of the questions were made equal.
In Unit 4, particularly in
Let’s Begin, inappropriate diction were detected. The inappropriate
diction in the wedding brochure was “by confirmation the latest” was then revised into “for early researvation before”. The instruction in
Let’s Begin was also simplified. Furthermore, in Let’s Prepare, the less appropriate diction which was detected was “register yourself”. It was then make
into a more formal one and became “make a reservation”.
In Unit 5, the word foods that was used was changed into food as it is an
uncountable noun. Furthermore, the letters of the vocabulary items in Let’s
Begin were written in small letters. As there was a passive voice detected in Let’s Begin, the sentence using this passive voice was changed into an active one
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to make the students avoid the complex use of passive voice. Related to the instruction, in
Let’s Prepare, the instruction of the listening section was adjusted to other listening instructions in other units. Therefore, the instruction of the
listening section is “Listen to the recording and fill in the blank spaces.” Moreover, in
Let’s Learn, the explanation of simple future tense was simplified. There was no more be going to as there was only the explanation of will in the
grammar focus of this unit.
In Unit 6, the parallelism of words in
Let’s Begin was considered. Therefore, “Fees payment schedule” provided in the option of the exercise was
changed into “Fee payment schedule”. Meanwhile, the diction of “pay two times” in Let’s Prepare was changed into “make two payments”. Related to the
content of the unit, input of dates was seen as incomplete data. Therefore, in revising the content, the information of dates was completed, particularly in
dealing with the difference between British and American.
In Unit 7, to provide students with sufficient examples of delivering
spoken language, therefore, in Let’s Prepare some dialogues were provided.
Before dealing with the dialogues, the students would be asked to complete the sentences as the formulas of what they would talk about related to the wedding
rundown. In giving the examples, there was a sentence which was indicated as passive voice. To solve this, the passive sentence was changed into the active
one. Related to the content that need to be revised, in Let’s Learn, the
information of times was edited. Similar to previous unit’s content revision, the
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clear explanation about the difference use of times in British and American was provided.
3. Main Field Testing
Main field testing is the fifth step of Borg Gal’s 1983 RD to conduct an implementation of the designed materials. This step was done after the
materials were revised. The discussion of this section was divided into four parts, namely implementation, materials evaluation, measurement data, and overview
of the suggestions. The data gathered in this step were discussed in materials evaluation, as the representation of opinion data from the researcher and students,
and measurement data.
a. Implementation
Due to Denaya Production ’s limited of time, the implementation of the
materials was done in only nine meetings. Two meetings were for pre-test-post- test, and project presentations, meanwhile, seven meetings were for teaching and
learning processes of the units. As the respondents, there were only four students in the classroom as main team members of the Denaya Production. Furthermore
the following discussions cover both task-based and project-based learning implementation.
The first meeting was conducted on December 5, 2016. In this meeting, the students have not yet learned about the unit.
To measure students’ English competence, pre-test was conducted. The pre-
test measured students’ English four skills as the designed materials would train their English four skills too.
