49
Table 4.3 The Data of the Respondents’ Opinions
CT No.
Respondents’ Opinions on N
Mean
The Objectives
1. The indicators are well formulated.
3.8
2. The indicators are able to support the achievement of basic competence.
5
4 The Learning Approach
3. Task-Based Language Teaching TBLT is really developed in the existing materials.
3.4
4. The activities using Task-Based Language Teaching TBLT help the students to develop their writing skill.
3.6
5. The tasks facilitate the students to meet the objectives. 5
3.4 The Content of the Designed Materials
6. The topics are well selected and arranged.
4.4
7. The topics are interesting for the students to write.
4.2
8. The instructions are easy to understand.
4.2
9. The writing models help the students to write better.
3.8
10. The media are well developed.
3.6
11. The designed materials provide tasks needed by the students.
4.2
12. The learning activities help the students to develop their communicative competence.
4.2
13. The designed materials are able to help the students to develop their writing skill.
4
14. The designed materials meet the objectives stated in the syllabus.
4.2
15. The designed materials are suitable and relevant for the second grade students of SMK.
5
4.4
Note : N = Number of respondents
CT = Central Tendency
50 In the questionnaire, the respondents were to give their opinions and
feedback as well. The data obtained were in the form of comments, criticisms, and suggestions on the designed materials. Their opinions and feedback were used to
evaluate, revise, and improve the designed materials to produce the final version of the designed materials. In their comments, the designed materials were simply-
designed but good, interesting, creative enough, well-prepared, and well-designed. The designed materials were in line with KTSP Kurikulum Tingkat Satuan
Pendidikan. The English teachers of SMK BOPKRI I Yogyakarta also said that it could help them teach English writing.
However, there were still weaknesses of the designed materials as stated by the respondents in their criticisms and suggestions. Considering the respondents’
criticisms and suggestions, the writer revised the designed materials to make them better. The y were as follows.
a. There were some minor grammatical mistakes on the designed materials. Then, the writer paid more careful attention to them. She re-checked the
grammar and the spelling and also corrected the mistakes. b. The time allocation in the syllabus was not specific. Considering the time
allocation in the syllabus, the writer made them more specific based on the time allocation for each unit. The writer hoped that the syllabus became easier
to understand. After the evaluation and revisions were done, the writer presented the final
version of the designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
C. The Presentation of the Instructional Designed Materials
The presentation of the designed instructional writing materials for SMK BOPKRI I Yogyakarta answered the second question in the problem formulation.
The final version of the designed materials was presented after some revisions and improvement s based on the comments, criticisms, and suggestions from the
respondents. The final version of the designed materials contained eight units. Each unit could be applied in 1 meeting 2 x 45 minutes. The order of the topics
in the final version of the designed materials is presented in Table 4.4.
Table 4.4 The Order of the Topics in the Designed Materials
Unit Topic
Title Unit
1
Daily Activities What Do You Usually Do?
2
Hobbies and Interests Hobby and Interest
3
Writing Messages Messages
4
Professions She is a Secretary
5
Curriculum Vitae Curriculum Vitae
6
An Application Letter My Application Letter
7
Past Events My Unforgettable Experience
8
Future Plans I’m Going to Go Abroad
The designed materials generally contained three activities based on Task- Based Learning framework. They were “What do you think?”, “Let’s do it”, and
“Attention, please” Those activities were based on Task-Based Learning framework; i.e., pre-task, task cycle, and language focus. The details of each part
are as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
