The data of the needs assessment phase were used as the basis for the product development and Focus Group Discussion was used as the basis for text and topic selection, also with the principle of Coyle et al.’s 4Cs CLIL, Mohan’s Structure of Knowledge, Bloom’s cognitive taxonomy, Cummins CLIL Matrix, and task-based approach for the purpose of task development as well as the principles of textbook and CLIL-oriented materials development for the purpose of organizing language aspects and tasks distribution in each unit. Data were collected using teacher interview and student questionnaire in needs assessment, validation checklists in validation phase, and questionnaire for teacher and students and observation checklist in limited-field tryout phase. The study involved 167 students and two English teachers in needs assessment, an expert validator, two English teachers and a media expert in validation phase, and 34 students and an English teacher in tryout phase. product prototype design, 3) product prototype development, 4) evaluation, and (5) final product prototype. The present study employed research and development design adapting Gall, Gall & Borg’s, Shlegel’s ADDIE, and Lee and Owen’s R&D framework covering 1) needs assessment, 2). This current study aimed at developing a prototype of English coursebook for the tenth graders to fill the gap existing in scarcity of English coursebook which integrate language and contents especially math and sciences.
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