Selecting the Teaching and Learning Activities

67 b. Data Presentations of Materials Evaluation The writer distributed three questionnaires to obtain feedback on the designed materials. The questionnaire consisted of a number of questions related to the appropriateness of students’ book and teachers’ book. The main questions related to students’ book were about learning indicators and learning materials. Meanwhile, the main questions related to teachers’ book were about the rationale of the designed materials, syllabus, lesson plan and teacher’s note. The writer also stated questions to gain comments and suggestions from the respondents. The questionnaire was divided into two parts. First part presented closed questions about the degree of respondents’ agreement. The degree of agreement was showed in number ranged from 1 to 4. The four degree of agreement is described as follows: 1 : strongly disagree with the statement 2 : disagree with the statement 3 : agree with the statement 4 : strongly agree with the statement Second part presented open question to find out respondents’ comment on the designed materials’ weaknesses and strengths and their suggestions for better designed materials. The findings of materials evaluation is summarised as follows: 68 Table 4.11. Materials Evaluation Part 1 No Statements Degree of Agreement 4 3 2 1 Student book a. Learning Indicators 1. Learning indicators include standard competence and basic competence in syllabus. 33.33 66.67 2. Learning indicators are well- formulated. 33.33 66.67 b. Leaning Materials 3. Learning materials are understandable. 0 100 4. Learning materials are interesting. 33.33 66.67 0 5. Learning materials are helpful for achieving learning indicators. 0 100 6. Learning materials state understandable instructions. 33.33 33.33 33.33 0 7. Learning materials involve fun exercise. 0 100 8. Learning materials contain CTL’s principles. 33.33 66.67 9. Topics are contextual. 33.33 66.67 0 10. Topics are related with students’ daily life. 66.67 33.33 11. Topics encourage students to think critically. 0 100 12. Learning materials encourage teachers to give more models than explanations. 33.33 66.67 13. Learning materials provide self- reflection. 33.33 66.67 69 14. Learning materials are suitable for grade VIII 0 100 Teacher’s Book a. The Rationale of the Designed Materials 15. Reasons for designing materials are clearly stated. 33.33 66.67 16. Principles of CTL are clearly stated. 33.33 66.67 0 17. Functions of each phase in learning materials Let’s Dig, Let’s Plant, Let’s Fertilize, Let’s Grow, and Let’s Harvest are clearly stated. 33.33 66.67 b. Syllabus 18. Standard competences and basic competence are well-formulated. 0 100 19. Themes and topics are relevant for grade VIII. 0 100 20. Learning indicators are well- formulated. 33.33 66.67 21. Language forms are clearly stated. 33.33 66.67 0 22. Time allocations are fit for each unit. 33.33 66.67 0 23. Lesson values are relevant for each unit. 33.33 66.67 c. Lesson Plans 24. Lesson plans are well developed. 33.33 66.67 0 25. Lesson plans are helpful for teacher. 33.33 66.67 0 d. Teacher’s Notes 26. Teacher’s notes are understandable. 33.33 66.67 0 27. Teacher’s notes are helpful for teacher. 33.33 66.67 0 70 According to the result of questionnaires on the table 4.11, almost all of the respondents devoted their choices on agree and strongly agree. The respondents’ choices included the value of 3 or 4. It showed that mean of degree of agreement were 3. However, there was only one respondent who stated disagree in the question number 6. Table 4.11 shows the facts of the designed materials based on the respondents’ evaluation. The respondents agreed that learning indicators and learning materials were well-developed. Learning indicators included standard competence and basic competence in syllabus. It was also well-formulated. The respondents also stated that the learning materials were understandable and interesting. They agreed that the learning materials were helpful for achieving indicators and involved fun exercises. They believed that the learning materials contained CTL’s principles. Talking about topics, the respondents stated that the topics were contextual and related with students’ daily life. The learning materials also encouraged students to think critically. It helped teachers to give more models than explanations and provided self-reflection. The respondents argued that the learning materials were suitable for grade VIII. However, one respondent disagreed that the instruction of the learning materials was understandable. She argued that one of the instructions especially in unit 1 was not clear enough. The purpose of the instruction was difficult to be understood. The instruction would make the students confuse about what they had to do. Being asked about the contents of teacher’s book, the respondents