Revision of the Language
138 teaching or learning activities and resources, and 6 identifying support services.
Then, revision was conducted in order to improve the quality of the design. In research and information collecting, the
result of identifying students’ characteristics showed that the students had high motivation, positive attitudes,
and interests in using stories in the English learning and teaching process. It also showed that they needed materials that enabled them to get appropriate and
interesting learning and teaching methods, activities, media, and teaching aids. It happened because they had some difficulties to develop their skills.
In planning, goals, topics, and general purposes were formulated from the SLBC of 2006 KTSP. Based on the integrated approach they covered four
language skills. Then, based on the topics that had been formulated, six units were developed in the workbook. After that,
using Bloom’s taxonomy as the guideline, learning objectives were specified for each unit. They covered three major
categories, cognitive, affective, and psychomotor domains. In materials development, subject contents were selected and organized to
cover language expressions, functional spoken and written texts, monologues, essays, grammatical rules, and vocabulary. Then, teaching or learning activities
were specified based on TBLT conceptual basis and framework. They were categorized into three phases, the beginning of the story, a sequence of tasks, and
the ending of the story. The sequence of tasks consisted of rehearsal tasks and activation tasks. They covered language exercise vocabulary and grammar and
communicative activities listening, speaking, reading, writing, and creative tasks. After that, the resources consisted of visual materials, audio materials, and
audio-visual materials. In order to use those multimedia materials, there were
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.