DESIGNING ACCESSIBLE ENGLISH MATERIAL BASED ON
2013 CURRICULUM FOR THE SEVENTH GRADE JUNIOR HIGH SCHOOL OF SMP N 3 KASIHAN IN
ACADEMIC YEAR 2017/2018
Nurul Lailatul Mahmudah
13144700027
English Education Study Program, Faculty of Teacher
Training and education,
PGRI University of Yogyakarta
2017
Email : enlailamahmudah@gmail.com
The objective of this
research was to design accessible English materials to teachers which ease them
in teaching English to junior high school. The next objective was to find out
the feasibility of the appropriate design of accessible materials to teachers
for the English Learning of the Seventh Grade Students of Junior High Schools
at the SMP N 3 Kasihan.
This research is Research and
Development (R&D). The steps of this research consisted of the need
analysis, developing the materials, evaluating the first draft of the
materials, revising the first draft, implementing the second draft, and writing
the final draft. The instruments of the data collection were questionnaires, an
interview guide, and observation guide. The types of the data were quantitative
and qualitative. They were analyzed quantitatively and qualitatively. The
materials were evaluated and revised based on the data obtained.
The result of the study shows
that the designed materials had the feasibility of appropriate design of
Accessible English Materials to Teachers proposed by the experts. The result of
the expert judgement questionnaires also showed that the mean of material
aspect was 4.02 (Very Good).
Therefore, the
characteristics of good materials were 1) matching with standard and basic
competencies, 2) providing materials which are interesting, motivating,
suitable, and organized from easy to difficult level, 3) making the students
communicate, interact other friends in English and more active in English
class, 4) consisting of individual, pair and group work, 5) including
integrated skills, 6) providing songs and games which are appropriate with the
topics, easily mastered by the teacher, various, interesting, motivating the
students, and having clear games rule. Then, good manuals should be easy to
use, suit with the teacher’ needs, and providing clear instructions, while good
media should be interesting, motivating, and easy to use.
Keywords:
Design Accessible English Materials to
Teachers, 2013 curriculum, Seventh grade junior high school.
INTRODUCTION
The new
2013 curriculum demands students' activeness about teaching and learning in the
classroom. The curriculum focuses more on the students’ activities than the
teacher activism, which is called students centered. According to (Directorate
of High School Development, Directorate General of Primary and Secondary
Education, Ministry of Education and Culture, 2017) students are required to
think critically during classroom teaching, which refers to Higher Order
Thinking Skills (HOTS) and literacy. HOTS indicators include thinking
critically and solving problems, creation and innovation, communication, and
collaboration. Literacy skills include information literacy, media literacy,
and technology literacy.
So, it is undeniable that the curriculum. That
is developed on the basis of competence is needed as an instrument to form
students into qualified, devoted, homeless, tolerant, respectful diversity,
honest, fair, empathy, compassionate, respectful, simplistic, forgiving,
low-hearted, integrity, discipline, hard work, creative, independent,
democratic, curiosity, spirit of nationality, appreciation of achievement,
friendship, peace of mind, love to read, caring environment, social care,
responsibility, and courage.
The implementation of 2013 curriculum on teaching
English at junior high school is still bewildered Most of teachers do not
understand well about the curriculum. English teacher of the seventh grade of
SMP N 3 Kasihan Yogyakarta uses Grammar Translation Method (GTM) where the
activities are almost the same in every teaching and learning process. This is
incompatible with 21st century competencies. Teachers only use one book to
teach students with the same activities, such as giving material by writing on
the blackboard and asking students to write it in their books. After that, the
teacher asks the students to read aloud in turn. Then, the students do the
exercises in the worksheet or Student Worksheet (LKS).
Many students are still unable to develop their
potential, while by the 2013 curriculum,
students are required to be active, can build their attitudes, knowledge and
skills to achieve established goals. In the 2013 curriculum, it is stated that
the scientific approach emphasizes more on learning that allows students to
focus on five important aspects: understanding, applying, analyzing,
evaluating, and creating. These aspects must be really visible in the
implementation of classroom learning. In the process of teaching and learning
the students have not met the criteria of those five aspects. The inhibition of
students in achieving these five aspects is influenced by the personal factors
of passive students, students are accustomed to learning through lecture method
and GTM method. Those methods stimulate students do not to find knowledge
outside of learning, such as reading books, searching information via the
Internet, discussing, etc.
These problems require teachers to succeed in
learning K13 by selecting and designing modules containing materials,
activities and assignments based on the 2013 curriculum. A good module is a
module that can facilitate the needs of students and in accordance with the
contextual. Contains material should involve students participating in the
teaching and learning process, so that learning goes well and helps them achieve
their goals. The selection of teaching materials to suit students’ needs will
have a positive impact in the implementation of the 2013 curriculum. Teachers
do not only focus on the book that became his handbook, but also a teacher must
be creative and can develop the material as interesting as possible and
students can grow actively, creatively, and innovatory.
Based on preliminary observations at SMP N 3
Kasihan Yogyakarta, one of the first junior high schools in Kasihan, it is very
important for English teachers of SMP N 3 Kasihan Yogyakarta to design modules
because of the limited material provided by the school. Teachers only use
student worksheets or Student Worksheets (LKS) in the learning process. In
fact, it is not interesting and makes the students bored. Actually, the schools
give teachers some modules and good books, but teachers have trouble in using
them. The module provided only offers material without the teacher manual.
Teachers need module prepared with manual as it will help and guide them to use
the module. Moreover, the students will get the impact. In this case, the
students are young learners who love interesting material and various
activities, so that the module designed should also be suitable with their
needs and according to K13 learning.
Associating those problems, the researchers
decided to design English material that could be accessed based on the 2013
Curriculum for junior high school in seventh grade to help teachers and
students to get the objectives of learning process. The modules are designed
not only based on the needs of the students, but also based on the teacher's
needs. The module comes with manuals and teacher media to make it easier for
teachers to use it. Therefore, it is important to conduct a research entitled "Designing
Accessible English Material Based on the 2013 Curriculum for Junior High School
at SMP N 3 Kasihan Yogyakarta."
Based on what is stated in the background of
the study, identification of the problems, and the limitation of the problem
presented previously, the problems of this study are formulated as follows:
a.
How to
design good and appropriate accessible English materials based on 2013
curriculum for the grade VII students of Junior High Schools?
b.
What is
accessible English materials designing based on 2013 curriculum feasible for
the grade VII students of Junior High Schools?
LITERATURE REVIEW
1. Curriculum
2013
Law
number 20 year 2003: PP number 19 year 2005 on Education System National
(2012:5) mentions that the curriculum is a set plans and arrangements
concerning objectives, content, and learning material. As well as the means
used for implementation guidelines learning activities to achieve specific
educational goals. Based on this understanding, there are two dimensions of the
curriculum, which are the first is the plan and the arrangement regarding the
purpose, content, and lesson material, while the second is a way used for
learning activities.
Based on
the module of strengthening the role of teacher guidance and counseling in the implementation
of the curriculum 2013 (2017: 1-2), the curriculum 2013 is a curriculum that
includes the program of interest of learners that is a process of selection and
decision-making by learners based on the understanding of potential and
opportunities Exist in the educational unit. In the implementation of the 2013
curriculum in 2017.
There is
a policy and dynamics of curriculum development. The first is a rating system
that refers to the 21st century High Order Thinking Skill (HOTS). The second is
the strengthening of character education that will be strengthened namely:
religious, nationalism, independence, mutual cooperation, and integrity. The
third is the application of literacy in learning, which is the basis, the
vehicle, and the absolute requirement for learners to learn to dig and gain
further knowledge.
2. Materials
a.
Definition of Materials
Material plays a role as the input of teaching
and learning activity. It refers to
anything which is in the form of media,
which is provided by books writers
and used by
the teachers and students
as the input
in the language learning (Tomlinson,
1998: 2). In addition, the
material is a vital part of learning source consisting of tasks and activities,
which enable the students to have to participate.
Besides, it generates student’s motivation to
actively get involved in the teaching and learning process (Hutchinson and
Waters, 1987: 107). As a point of additions, the materials in this manuals also
include the tasks,
worksheets, and answer
keys which will
support the teacher
in such process.
b. Definition
of Manuals
This manual is designed to help teachers
prepare students for the challenges they face as they make more complex
financial decisions. The manual takes students through a series of activities
which reflect every day financial choices and provides a practical guide to the
banking and financial world (Commonwealth Secretariat, 2003: 3). It contains five simple lessons which can be
prepared quickly, are cost effective and provides the basic information needed
to teach basic financial concepts with confidence. Teachers are provided with
key objectives, teaching strategies, and reinforcement and evaluation
activities.
In line
with that, Hornby (1995: 715) states that a manual lexically is a book
containing information or practical instructions on a given subject. This is
clear that the given information in the manual will lead people to follow what
they want to do. An example is the manual that provides information related to the
steps a teacher has to do in teaching. English. When there is a manual, the
teacher only reads and practices the guidelines written in the manual.
In other
words, a manual is a book which gives
information on how to use
something or how
to do something. Finally, in this study, a manual
means a book that provides teacher’s guidelines
which are completed
with media to support
the teaching and learning process.
c. The
Components of Manuals
A
manual in this
study does not
only consist of
teacher’s Guidelines, but also the media used. The explanations are as
follows
1)
Teacher’s Guidelines
According to Warschauer (1997:1), are
independent that can assist the teachers in successfully planning and
implementing the projects. The guidelines are designed to help the teachers in
the classroom. In this study, teacher’s guidelines are defined as the steps on
how the teacher teachers the materials and uses the media. The teacher’s guidelines offer the steps to
take from the opening of the class until its closing in order to help the
teacher to run the class well.
2)
Media
Media in
the teaching and
learning process are
usually known as instructional technology. This term is defined as the tools
and materials that are used by the teacher to facilitate the teaching in order
to make the explanation clearer and more interesting for the students. According to Kozma (1991:180), media can be
defined by their technology, symbol systems, and processing capabilities. The
most obvious characteristic of a medium is its technology as well as the
mechanical and electronic aspects that determine its functions and, to some
extent, its shape and other physical features.
In
addition, Lever-Duffy and McDonald (2009:61) state that media
are technologies that
are used to
facilitate the method. One example is that the teachers may
be the method, while the used overhead projector trans-potencies (OHP) used by
the teacher is the medium used to support, enhance and facilitate the
instructional delivery. The use of media in the teaching and learning process
is very important because it can improve the quality of the process. Moreover,
the students can comprehend the lesson more easily.
3) Accessible
Materials
According to Soanes and Stevenson (2003), the
term “accessible lexically means easily understood or appreciated”. In this study, the manuals are used to help
the teacher understand the materials used in the teaching and learning process. By accompanying manuals, the teachers’ will
find it easier to use the materials they want to teach.
Furthermore, Hornby (1995:7) lexically defines
the term “accessible” into two definitions.
First, this means “able to be reached, got or used‟. The materials for the teaching and learning
process should be easy to be used by the teachers. Thus, it will be better if the published
materials are completed by its manuals in order to ease the teacher to use
it. Meanwhile, the second definition is
“easy to understand”. The teachers sometimes find a difficulty in finding
materials which are understandable for them. They are looking for materials
which provide by its manual. This
relates to the fact that many teachers still find difficulty to use the
materials because they do not offer clear instructions for the users.
From those lexical definitions, accessible
materials mean a set of learning materials which are easy to reach, to use, and
to understand by the teacher. They are suitable with the needs of both the
teachers and students. Moreover consist of materials, teacher’s manuals, and
media. As the point of addition, the teacher’s
manuals consist of all things
that the teacher should do including
the materials that
should be given
to the students,
the worksheets that they will use
and the media that the teachers
need. Therefore, these materials will really support the teaching and learning
process.
4) Instructional
Design Models
Taylor (2004: 3-5) proposes three instructional
design models. They are ADDIE, Hannifen and Perk, Knirk and Gustafson. One of
these models will be used for the designed materials. The explanations of the
models are as follows.
a. The
ADDIE Design Model
The
ADDIE instructional design model is the generic process traditionally used by
instructional designers and training developers. This model consists of five
phases. They are Analysis, Design,
Development, Implementation, and Evaluation. Those phases represent a dynamic
and flexible guideline for building effective training and performance support
tools. Figure 1 below illustrates the ADDIE instructional design model:
Figure 1: ADDIE instructional design
model
1) Analysis
There
are some activities that must be done in the analysis phase. First, the
instructional problem should be clarified. Second, the instructional goals and
objectives are established. Finally, the learning environment and learner's
existing knowledge and skills are identified.
2) Design
The
design phase deals with the learning objectives, assessment instruments,
exercises, content, subject matter analysis, lesson planning and media
selection. This phase should be
systematic and specific in order to show a brief view of the goal.
3) Development
The
development phase is where instructional designers and developers create and
assemble the content assets that were blueprinted in the design phase.
4) Implementation
During
the implementation phase, a procedure for training the facilitators and the
learners is developed. The training
should cover many things, i.e. the course curriculum, learning out comes,
method of delivery, and testing procedures.
5) Evaluation
The
evaluation phase consists of two parts:
formative and summative. The
formative evaluation is present in each stage of the ADDIE process. Meanwhile, the summative evaluation consists
of tests which are designed for domain specific criterion-related referenced
items. It provides opportunities for feedback from the identified users.
b. The
Hannifen Peck Design Model
The
Hannifen Peck Design Model differs from that of the Dick and Carey model. This model consists of only three
phases. Phase one involves a needs
assessment being performed. Phase two is designing the program based on the
result of the needs analysis. Phase three is developing and implementing the
program. In fact, all phases include a
process of evaluation. Figure 2 below illustrates the Hannifen Peck
instructional design model:
Figure 2: Hannifen Peck instructional design
model
c. The
Knirk and Gustafson Design Model
The
Knirk and Gustafson model differs from the three phases in the Hannifen and
Peck model. In this model, there are individual processes or steps involved in
each stage. In fact, like the model of the Hannifen and Peck, there are three
phases in this model. They involve problem determination, design and
development. Problem determination involves the identification of a problem and
the setting of goals. In addition,
the development of
objectives and strategy
specifications are included
in the design
stage. Development is where the materials are developed. Figure 3 below
illustrates the Knirk and Gustafson instructional design model:
Figure 3: Knirk and Gustafson instructional
design model
Finally,
based on the explanation above, this research adapted the ADDIE as the
instructional design model. The ADDIE model is easier and less complicated than
the other instructional design models. Moreover, the ADDIE model is as the
basic model which is used as a source in developing other instructional design
models.
METHOD
The researcher used the ADDIE design model
(Taylor, 2004: 3-5) to design the accessible materials to teacher. The phases
are described in the following figure: 
Figure
4: The Steps of Research Procedure Adapted from ADDIE Models
Figure
4: The Steps of Research Procedure Adapted from ADDIE Models
1.
Analysis
In this step, the researcher conducted
observation and needs analysis. The researcher conducted needs analysis to find
information about the students’ views, interests, and needs toward the English
lessons at their school by using the first questionnaire. Moreover, the
questionnaires were also given to the English teachers. The purpose was to
obtain the teacher’s opinions and experiences in teaching English for children.
Finally, the results of the needs analysis were
used as guidelines in designing the accessible materials to teachers.
2.
Design
The
researcher selected the topics and objectives of the accessible materials that
were suitable with the school-based curriculum and the materials taught by the
English teacher. Then, the researcher designed the course grid.
3.
Development
After
the course grid was made, the researcher designed the first draft of the
accessible materials to teachers which consisted of materials, teacher’s
manuals, and media.
4.
Implementation
The researcher asked some English teachers and
lecturers to evaluate the materials before it was implemented to the students.
There were some comments and suggestions from them in the form of
questionnaires. Then, the researcher revised and developed the second draft of
the materials.
Finally, the accessible materials to teachers
were implemented at grade VII of the junior high school students at the SMP N 3
Kasihan. After that, the researcher asked for some feedback and suggestions
from the students and the teachers. In fact, the data were collected by
interviewing both the teachers and the students.
5.
Evaluation
In this
step, the researcher evaluated and revised the materials after the
implementation based on the feedback. There were not many revisions from the
respondents. Finally, the researcher developed the final draft of the
accessible materials to teachers.
RESULT
AND DISCUSSION
The findings of the study are organized into 5
sections based on ADDIE. They are the needs analysis; the course grids; the
material design; evaluation and revision of the first draft of the accessible
materials to teachers; and implementation, evaluation, and revision of the
second draft of the accessible materials to teachers.
1. The need
analysis
The needs analysis was conducted at SMP N 3
Kasihan, the researcher implemented the accessible materials to teachers. The
data of the needs analysis were obtained through questionnaires to the
respondents, in this case the English teacher and students. In addition, the
needs analysis was conducted to the seventh grade students of SMP N 3 Kasihan.
The
questionnaires for the
students consisted of
two parts: close ended
questions and open-ended ones. There were 28 multiple
choices questions and one open-ended question.
As an additional
point, this needs analysis was conducted in order to get
the data about the students’ profiles, motivations in learning English,
interests in learning
English, the course book, and the teaching aids. The
results of the needs analysis are explained as follows.
a. The
results of the student questionnaires
1) The
characteristics of the respondents
The students were asked to write down their
names, ages, sex, school, class, parents’ occupations, language and ethnic
groups as the points of identification.
The complete data of the respondents can be seen in Appendix 1. However,
the identification of the students can be simplified below.
Table
4.5: The Identification of the Respondents
Group of Respondents: Students of Class VII B
|
|||||||
Age
|
Sex
|
Parent’s
Occupations
|
Native
Language
|
Ethnic
Group
|
|||
11
|
12
|
13
|
Male
|
Female
|
Farmers, Workers, PNS, teacher, and
entrepreneur.
|
Javanese
|
Javanese
|
2
|
19
|
6
|
9
|
18
|
|||
2)
The
results of the needs analysis
Based on the student questionnaires, the
students’ motivation in learning English was high. The reasons are: having
interest in learning English (59%), having taken English courses (85%), having
interest in buying English books (59%), having interest in studying English
accompanied by their parents (40%), having interest in studying English
together with their friends (44%), and having interest in getting rewards in
the English learning process (48%).
Related to the students’ interests in learning
English, many students chose some topics of the materials that were listed in
the questionnaires. In fact, based on the percentages of the students’ choice,
curriculum, and teacher’s advice, the topics are Greeting, Introducing, and Day
& Month.
In addition, there were various interests
showed by the students in learning English.
For listening activities,
74% of the
students liked listen and
repeat and 33% of them like to listen
and fill in the blank; for speaking
activities, 55% of the
students like to definite opinions and 37% of them liked singing;
for reading activities, 40%
of the
students prefer to read and fill in the blank and 51% of them like to read and color. Meanwhile, for writing
activities, 62% of the students interesting copying and 40% of them like to
give a label or name the things.
However,
there were also
students who only
listened to the teacher’s
explanation (62%) and
took a note (55%). Most of them also liked studying English both
indoor and outdoor (62%). Not only
showing various interests
in learning English, the
students also showed
various goals and expectations. Firstly, 88% of the students wanted to
improve their English score. Secondly, 88% of the students wanted to be able to
speak in English. Finally, 62% of the student’s wanted to be able to read
English books/magazines/newspapers.
Meanwhile, related to the course books, many
students like to the course books which were colorful (85%),
used bilingual instructions (66%), and
had group work
activities (62%). In addition,
(88%) of the students agreed
that the course
books and work
books were able
to improve their English
ability. In fact, most of them
wanted the course books which consisted of texts, dialogues, and pictures
(70%). Finally, related to the teaching aids, the result of the needs analysis
showed that many students
preferred to learn
English through games
(40%), songs (44%), stories
(55%), realia (66%), pictures (70%), and cards (55%).
b. The
results of the teacher questionnaires
1)
The
characteristics of the respondents
First of all, the English teacher needed to
write down her name, age, sex, education, language, and ethnic group. The
result was that the English teacher of SMP N 3 Kasihan, graduated from the
English Education study program at Sarjanawiyata Tamansiswa University (UST).
Her native language is Javanese, like all the students her ethnic group is also
Javanese.
2)
The
result of the needs analysis
The questionnaire for teachers was conducted on
the same day as the questionnaire for the students. The teacher questionnaire
showed that teachers' motivation in teaching English for children still needed
input to improve the teaching of English, because the level of English
proficiency was still medium, although she has more than four years’ experience
in teaching English. She had attended an English course/ training program.
Meanwhile, related to the teacher’s preferences
in teaching English for children, the result showed that the teacher’s
preferences were quite various. For listening activities, she like to
listen-mark, and also answer questions. For speaking activities, she preferred
to use some dialogues. For reading
activities, she like to read aloud and complete the sentence. For writing
activities, she liked applying complete the sentence and compose the sentence.
Not only likes to explain material while teaching English, in teaching she
often asked students to take notes, to ask questions and answers, and also
asked the to play.
Related to the course book, she had many
expectations: being colorful, being bilingual, providing individual activities,
as well as providing texts and pictures as the input. She also expected it to be cheap, so
that both the
teacher and students
would not financially be burdened. Unfortunately, she
did not like to use the course book because she
found difficulties in
using it although
she thought that she
needed both the students’ book and teacher’s book (which
is clear and easy to understand) when teaching English.
Correlated to the teaching aids, the conclusion
that can be drawn based on the finding is that the teacher liked using games,
songs and stories in the teaching and learning process, but she did not have
many references for them. She also found
difficulties in using media in her teaching.
2. The
course grids
After
the needs analysis was conducted, the next two steps were determining both the
topics and objectives of the materials and writing the course grid based on the
School-based Curriculum. The course grid was used as the guideline in designing
the accessible materials to teachers. In addition, it consisted of topic, basic
of competency, indicators, learning materials, learning activities, teacher’s
instruction, input text, media, and time allocation.
3. The
Material Design
The researcher designed the teacher’s manuals,
materials, and media in order to create the teacher’s manuals. The manuals
include what the teacher should do and use in her teaching and learning
process. In other words, the manuals should consist of the steps used by the
teacher in teaching English in the classroom.
The materials are related to the topics and
objectives. They are about Greeting, Introducing, and Day & Month. There
are many expressions and pictures of the situations which are used to help
students understand the materials. Moreover, the use of games and songs makes
the materials more interesting and enjoyable for the students who are young
learners.
In addition, the media are also provided to
support the materials. There are a hand doll, pictures, cards, and realia which
are used in the teaching and learning process. In fact, the teacher is not to
be worried about how to use them because the teacher’s manuals include
instructions on how to use them. After the teacher’s manuals, materials, and
media were designed, all of them were composed into the first draft of the
accessible materials to teachers. The design of the teacher’s manuals is in the
following figure.
 |
Figure 5: The Design of the Teacher’s Manuals
4. Evaluation
and Revision the First Draft of the Accessible Materials to Teachers.
As the
first draft of the book finished, the evaluation was done. It was done by
asking comments and suggestions from an expert. After the first draft of the
book was evaluated, it would be the final draft of the book.
1)
Participants’
opinions
There were twenty seven statements and four
open-ended questions addressed to the expert. The statements were analyzed by
using Likert Scale and the four open-ended questions were given to find out the
expert’s opinions and suggestions to revise the first draft of the book.
Based on the calculation above, the mean of the
product is 4.02. This mean, then is converted into the data conversion with
some categorizations. The data conversion was used to describe the results
using descriptive analysis.
The materials are in a very good category as
its mean is above 4.02 and below 5.00. It means that these materials can be
applied. Furthermore, to revise the product, the comments and suggestions from
the expert was used. Then, the final product was produced.
2)
Participants’
comments and suggestions.
Not only giving opinions, the participants also
gave their comments and suggestions about the designed accessible materials.
Their comments and suggestions were about the evaluation on the accessible
materials to teachers in general, weaknesses of the materials accessible to
teachers, things in the accessible materials to teachers that should be added
or be eliminated, and suggestions to improve the designed accessible materials.
The brief explanations of the comments and
suggestions were the layout should be made more interesting. It was because
these materials were used in the seventh grade students of junior high schools.
In addition, the illustration of the activities in the teacher’s manuals should
be made in order to make it more clearly. Finally, the accessible materials to
teachers should be added about the exercise/ activities in the unit 3
especially exercise /activities about reading.
Based on the expert’s comment, overall the book
and guideline were categorized into good books. However, there was some
weaknesses in this book. First of all, it was the layout. The expert said it
was not interesting for the children. The children would not be motivated in
learning English.
5. Implementation,
Evaluation, and Revision the Second Draft of the Accessible Materials to
Teachers.
a. Implementation the Second Draft of the
Accessible Materials to Teachers.
The
accessible materials to teachers were implemented from 12 September to 16
September 2017. The implementation of such materials at SMP N 3 Kasihan
Yogyakarta.
b.Evaluation of the Second Draft of the Accessible Materials to
Teachers.
c. Revision of the Second Draft of the Accessible
Materials to Teachers.
CONCLUSION
Two implications can be drawn
following the result of the study. First, the accessible materials to teachers
are designed based on the needs of the seventh grade teacher and students of
junior high schools. Moreover, after undergoing try out, the accessible
materials to teachers are to be regarded to be appropriate and feasible to be
implemented in the English teaching and learning process for the seventh grade
students of junior high schools in SMP N 3 Kasihan Yogyakarta. The implication
to this fact is that the accessible materials to teachers can also be used to
the seventh grade students in other places that have similar characteristics
with the teacher and students at Kasihan Yogyakarta.
Second, the research findings
show that the result of the try out produced some feasibility the
characteristics of the appropriate the accessible materials to teachers for the
seventh grade students of the junior high schools in SMP N 3 Kasihan. Those
characteristics are needed to develop the accessible materials to teachers. It
implies that when the teachers want in developing the good accessible materials
to teachers, they should fulfill those characteristics.
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