Title Need Analysis Name of Steps of The Try Out Expert The Result

Product Development Validation

Developed Result

Developing An Young learners from 7 to The product is an There are some The result of The result of The result of research
Audio Media 11 years of age are under audio media with steps of research using their judgment after learning there are
With Scripted the intellectual scripted songs to development in before and after was analyzed 19 students, 16 of them
Songs And Its development. TEYL in provide teachers this research. treatment model using Gregory (84,21%) were very
Effect A Way Bali has become an with resources to First, identify the which the formula to motivated then 2 of
Out For Fun important issue since 1994. teach English for problems using validated audio check the them (10,53%) were
Learning For This is considering Bali as grade four of the media. media was tried content validity motivated, and only 1
TEYL international tourist primary schools. Second, out in three of items in the student (5,26%)
destination that all people development teaching session questionnaire. moderately motivated.
being competent in English means that in primary school From the Thus, it could be
as an indicator of future developing the No.2 Sukasada, analysis it summarized that all of
success. The researcher product. Third, proved the student shows that the them felt very
found out that 43, 25% validation from achieved 79.26 in media had very motivated to study
English teacher in primary expert the post test which high validity using audio media.
schools in Buleleng did not judgement. higher than before (CV=1.0). The
have educational Fourth, research treatment 67,74 in total scores
background in teaching to examine the pre test. given by two
English. Based on effectiveness of experts is 4,93
interviews with 25 teachers the media. which the
showed that they never media had very
used innovative audio with good quality.
media songs. They only
used printed book and
pictures available in the
book.
Developing As we know that, a Teaching The steps of The try out will be Based on English is needed by
ESP Learning vocational high school is English Specific development can based on material expert students of culinary
Material for one of the educational Purposes (ESP) be modifies into units which are validation skills program both in
Culinary Skill units that prepare their is aimed at two big stages implemented in result, the class and outside class.
Program of students to work on developing namely the class. It took 2 quality of this They need English to
Vocational specific skill. One of study students’ skills exploration and meetings of each product is good master some
High School skill program in vocational of developing stage. unit. There will be and needed to knowledge in culinary
high school is culinary communication The step of two result of be repaired. related to the
skill program. They need in English exploration stage implementation The evaluation ingredients, cooking
basic and specific English depending on are reviewing which became the is done by tools, and cooking
to communicate in the their professional literature, field basis of writing giving the techniques. So, VHS
daily working life and to field. It means study, and the final draft. questionnaires teacher should be able
access manuals of that concerns to conducting need After that, the that are to develop ESP
instruction they use in make language analysis. While agreed units in the completed by learning material to
culinary. Unfortunately, course more in the step of whole classes are the lecturers of make learning process
the recent English teacher relevant to developing stage, become the final English more effective.
in VHS does not lead to learner’s need. developing product of the Education
the specific English prototype, study. Department and
mastery, but general validating with other English
English for its learners. So, experts, and teacher. Those
many students of VHS conducting try questionnaires
have been considered low out. get the
in English. feedback from
the reviewers.

Developing The needs survey shows The product of Based on the The subjects of try The expert of Based on needs and
Instructional that English this study is a result of need out were 40 syllabus and expectation, the general
Materials On communication skill of communicative analysis, material students of English for objectives of the
English Oral students in nursing school syllabus of development was nursing school of Specific speaking course are
Communication speaking classes is not well speaking and accomplished University Purpose argued formulated. The model
For Nursing developed. The result of handbook of following these Muhammadiyah that the product of communication
School. need analysis shows that speaking for five steps: (1) Malang. The try were generally gives the strength to the
one of requirement to get a nursing Description of out involved the good and materials, which allows
job in international completed with purpose, (2) implementation, eligible to be students to practice
 hospitals for graduates of the teachers’ Selection of observation, used as the actual English found in
nursing school is ability to guide. This syllabus type, (3)reflection, and syllabus and the real world of
communicate orally in product is Production of revision. There speaking nursing setting.
English. One of their developed by proto-syllabus, are 3 topics in textbook for Therefore, it will be
weaknesses in the test using Yalden’s (4) Production of speaking class nursing very good model and
requirement is their model (LPD) pedagogical which are students. exposure to the
mastery of English. that has been syllabus, (5) encouraged to However, some students.
However, most nursing modified for the Production of the learn and practice. suggestions
schools teach reading practical purpose teaching Their performance were given to
rather than speaking. It materials. was guided by revise some
will cause serious problem their lecturer. point such as
in the job market. Some notes on the the course
problems were overview and
taken in the course
observation sheet. objective.
The result of try-
out is used as
basis for final
revision of the
product.
Developing English has used as Materials The step of Based on Pinter Teachers will Developing teaching or
Learning international language. development is a material (2006), an evaluate and learning materials for
Materials For Indonesia, where English product of this development adaptation of well select textbook ESP is more demanded
Specific is a foreign language also research. includes the known fable ‘The according to than for general
Purposes has to teach the citizen Materials mean design (an grasshopper and how English because the
especially the young anything which accurate teaching the ant’ from the appropriate availability of the ESP
generation to learn is used to help material), original one to they seem for learning material in
English. English teacher and to teach implementation teach her class of the given public is very rare. In
usually teach their student language learner. (try out the 8 years old with context. Well- developing the ESP
by using available Materials can be teaching very little English. designed learning material, every
textbooks. It is suitable in the form of a material), and The story is still a textbooks can teacher can follow any
with the needs of students textbook, a evaluation of good source of support approach or creating
are not always available. workbook, a language learning new inexperienced their own material.
The condition should not cassette, a CD- teaching vocabulary, teacher because
 discourage the teacher as ROM, a video, a materials (revise structure, and they act
objective of teaching. The photocopied based on the data function. From training
teacher can develop their handout, from the try out).vocabulary, material. The
own material to fulfill the newspaper, or children can learn result, in the
needs of learner. anything which about names of most effective
presents animal. Form the textbooks
language being structure, children which can be
learned. can learn past used in the
tense used in the classroom.
story. From the
function, children
can teach the
traditional moral
lesson about need
to work for food.
Developing An One of the objectives of Teaching model The steps of The observation Based on The integrated music
Integrated the study was to develop is a design to development are was used in the interviews with teaching model
Music an integrated music achieve optimal a) the teacher music teaching educational developed in the
Teaching teaching model as the learning gave explanation process in the experts in the Netherland have the
Model In implementation of the achievement about the core Netherland Netherland, it characteristic which are
Indonesia 2013 curriculum in through material b) the starting from the was found out in accordance with 2-
Based on The Indonesia which up to now organizing all teacher gave an early childhood that the 13 curriculum so that
Dutch Music has not been completely the teaching assignment to be education to Netherland had the model can be
Teaching formulated. The component done in groups university levels. made great developed and used in
Model As the implementation of K 13 is including the which in group The observation changes in the Indonesia suitable with
Implementation not carried out in all parts teacher, student, having different was carried out on educational the characteristics of
Of The 2013 of Indonesia because many material, assignment but 40 minutes system in areas and the teaching
Curriculum schools are not ready yet. methods, media, each assignment teaching process 1970s. Expert situation in Indonesia.
They mention that the evaluation, etc. became a part of from 4 October in education
material using thematic while the music the class project 2015 to 22 were involved
approach cannot think teaching model c) the students October 2015 and to improve the
comprehensively. contains 5 discussed the 23 May 2016 to 1 educational
Thematic learning found in components. assignment and June 2016. The system. So, it
the Netherland has not That is setting, formed the music observation took can be
been known and developed design, teaching concept and place in concluded that
in Indonesia, so many and learning practiced the Hogeschool voor the teaching
teacher especially music implementation, materials which de Kunsten approach
teacher have not product of music would be Utrecht. implemented in
understood it. However, teaching, and performed d) the the Netherland
the music teaching model evaluation. student presented was student
in Netherland is their works in centered,
comprehensive which has groups e) the contextual
proved to successful in students had a learning, and
there. This model should reflection f) project based
be developed and matched evaluation. approach.
with the condition in
Indonesia.