59
Table 7. The Descriptive Statistics of the Materials Evaluation Survey Central Tendency
No The Respondents’ Opinion on
N Mn
Med Md
1. The General Instructional Objectives GIOs are well formulated.
7 4
4 4
2. The Specific Instructional Objectives SIOs are well formulated.
7 4
4 4
3. The SIOs are able to support the attainment of GIOs.
7 4.3
4 4
4. The topics are well selected and arranged. 7
4.3 4
4 5. The materials match with the goals or
objectives. 7
4.2 4
4 6. The Pre-reading, Whilst reading, and Post-
reading activities are well developed. 7
4.1 4
4 7. The materials are able to help students to
develop their ability in reading English passages.
7 4.2
4 4
8. The fables are interesting and suitable with the needs of Junior High School students.
7 4.6
5 5
9. The use of fables as supplementary materials to teach reading is already well-developed.
7 4.1
4 4
10. The content is relevant with the second semester students of the Junior High Schools.
7 4.4
4.5 5
11. The content is relevant to the context and the situation which the language is used.
7 4.3
4 4
12. Generally, the instructional materials are well- developed.
7 4.3
4 4
B. Discussion
In this part, the writer would like to discuss one by one the data obtained from the survey study. From the results of the questionnaire Appendix 5, it can be
seen that most of the students 93.86 like reading and the rest 5.52 did not like reading. This data showed that the writer’s assumption on students’ dislike towards
reading was wrong. However, the writer’s assumption on the students’ favourite
60
reading passage was true. From the data obtained, 40.4 of the students chose fables as their first preference reading passage. Twenty four students or 40 of the students
gave a reason that interesting stories made them like reading fables. The data also showed that 57.6 of the students found difficulties in reading English texts because
of unfamiliar vocabularies. Therefore, the writer’s decision to use fables as supplementary reading passage was correct since, generally, fables used simple
vocabulary items. One hundred and nine students said that their teachers never gave them
reading passages that they like, while based on the data, 72.39 of the students like reading fables. This meant that teachers did not give special attention to the students’
needs. Teachers did not realize that this would be a serious problem. If teachers always gave their students reading passages that they did not like, students might
have been bored. Moreover, 61.3 of the students spent some of their time reading fables while 7.97 of them said that they often read fables. The data showed that
most students were familiar with fables. From the data obtained, 73.6 of the students said that their teachers never
gave them fables as one of their reading passages while 25.15 of them said that their teachers had given them fables as one of the reading passages. This meant only
few teachers gave spec ial attention to their students’ needs. Moreover, 57.5 of the students who answered that their teachers never gave them fables as reading passages
for the reading subject said that they would be pleased if their teachers gave them fables to read. While 65.85 of the students who answered that their teachers had
61
given them fables as reading passages said that they had better understanding of the content of the reading materials by using fables. From the data the writer knew that
63.8 of the students answered that their enthusiasm of reading English passages increased by reading fables and moreover, 32.69 of them said that their enthusiasm
of reading English passages increased because the stories were easy to understand. Therefore, the writer believed that fables were able to motivate students to read
English passages. Besides distributing questionnaire to the students, the writer also conducted
an interview with the English teachers. From the data of the interview the writer knew that the first grade students of SMP N 3 Sleman were lack of enthusiasm
towards reading English passages. This was because the students were not really familiar with English and the reading passages given by the teacher were not varied.
From the data obtained, generally, the teachers spent 1 hour 1 x 45 minutes or more teaching the reading subject since sometimes there were some difficult and
unfamiliar vocabulary items. The English teachers of SMP N 3 Sleman said that they usually used a
guidance book and distributed students’ worksheets, whereas the students liked to read interesting stories and stories which were easy to understand. From this data
obtained, the writer concluded that the first grade students of Junior High Schools actually needed interesting materials to motivate them to read English reading
passages. All of the related English teachers said that they knew fables. Moreover, they
62
said that fables were relevant enough with the media suggested by the curriculum. The respondents’ statements strengthened the writer’s assumption that fables were
applicable to teach reading to the first grade students of Junior High School. According to one of the English teachers, fables can help students in learning
English and develop students’ motivation to read English passages because they were relevant to the curriculum. Meanwhile, the other English teacher said that fables
based on the themestopics and the goals were fables relevant to the curriculum. Based on one of the English instructors, fables relevant to the curriculum were fables
based on the students’ interests and the themestopics and goals to achieve. From the statements given, the writer concluded that students’ interests were important, and
presenting reading materials was not only a matter of fulfilling the curriculum but also had to be based on the students’ interests.
The data of the interview also showed that the English teachers had not tried to give fables as one of the reading materials. However, they knew that their students
liked to read fables and they agreed if fables were used as supplementary materials to develop students’ motivation and enthusiasm. On the other hand, the English teacher
of class 7 used fables twice as one of the reading materials. This meant she agreed if fables were used as supplementary reading materials because she knew that fables
may develop students’ motivation because they liked it. After distributing the questionnaire to the students and interviewing the
related English teachers to know the needs of the students, the writer formulated goals, topics, and general purposes. The topics arranged were the eight topics chosen
63
by the students based on their preference. However, the writer had to arrange the eight topics chosen by the students based on the units. Each unit has its own theme or
topic which is applied as the title as well. Therefore, the writer decided that there
would be eight units in the designed materials. They are the Hare and the Tortoise, the Town Mouse and the Country Mouse, the Ant and the Dove, the Hungry
Wolf and the Fox, the Lion and the Mosquito, the Thirsty Crow, the Fly and the Bull, the Monkey and the Dolphin. Having done with the general purposes, the
writer specified the general purposes see Appendix 8. Having finished with the specific learning objectives, the writer listed the
subject content. They are Warming Up as the Pre-reading activity, Vocabulary and Comprehension Questions as the Whilst reading activity, and Discussion, Drama,
Becoming a Writer, Dictation and ReTelling Story as the Post-reading activity.
After that, the writer began to select the teaching and learning activities and instructional resources. Having finished designing the reading materials, the writer
evaluated the reading materials. From Table 7, it can be seen that seven eva luators agreed that the basic competencies were well- formulated. Six evaluators agreed that
the indicators were well formulated and one evaluator absolutely agreed that the indicators were well-formulated. Four respondents agreed that the indicators were
able to support the attainment of basic competencies while three others absolutely agreed. This meant the formulation of the basic competencies and the indicators of
the reading materials were suitable for the second semester students of the first grade Junior High School.
64
The data showed that the topics were well selected and arranged since four evaluators agreed and three evaluators absolutely agreed with the statement given.
The topics in each unit were based on the students’ interests; in other words, the students selected the topics by themselves. Therefore, the writer only arranged them
into good order. Based on the data obtained, five evaluators agreed that the materials matched
with the goals or objectives while two evaluators absolutely agreed that the materials matched with the goals or objectives to be achieved. Furthermore, two evaluators
absolutely agreed with the statement that the Pre-reading, Whilst reading, and Post- reading activities were well-developed, four others agreed and one felt doubt with the
statement. This meant the writer’s decision to select the subject contents was correct. Talking about the materials and the fables, Table 7 had answered whether the
materials were suitable or not for the second semester of the first grade students of junior high school. Based on the statement that the materials were able to help
students to develop their ability in reading English, three evaluators absolutely agreed with the statement, three evaluators agreed and one felt doubtful about the
statement. Therefore, generally the materials were able to help students in learning reading English passages. Moreover, based on the next statement about the fables
which were interesting and suitable with the needs of the Junior High School students, the writer found that four evaluators absolutely agreed with the statement
and two others agreed and one felt doubtful with the statement. It can be seen here that most of the evaluators believed that by reading fables students enjoyed the
65
reading activity more than the teachers expected. From Table 7, it was clearly seen that three evaluators absolutely agreed with
the statement saying that the use of fables as supplementary reading materials was already well-developed, while two others agreed and two felt doubt with the
statement. Furthermore, five evaluators absolutely agreed with the statement that the content was relevant with the second semester of the first grade students of Junior
High School. However, there was one evaluator who agreed and one who felt doubtful with the statement.
Based on the data obtained, the responses to the statement whether the content were relevant to the context and the situation in which the language was used
were positive. This meant three evaluators absolutely agreed with the statement and the rest four evaluators agreed with the statement. The next statement was also
positively responded by the evaluators. Three evaluators absolutely agreed with the statement that, generally, the instructional materials were well-developed, while four
evaluators agreed with the statement. The data of the questionnaire showed that the tendency of the respondents’
opinions toward each statement of the questions was positive. It was found that the Grand Mean or the average points was 4.23, the Median was 4, and the Mode was 4.
This meant this set of materials was applicable to teach reading subject since the central tendency was more than 4. If the central tendency is more than 4, it means
the set of materials is good. However, based on the evaluators’ suggestions and recommendations, the set of the designed materials still needed some improvements.
66
Those suggestions were used to make some improvements of the materials. However, the writer did not include all of the suggestions. The writer only took some
of the respondents’ suggestions since not all of the suggestions given were relevant to the writer’s idea. Those ideas were that the fables should have been equipped with
the listening part in order to make the students familiar with the animals sound, and as the post reading, the students were asked to make animals using origami paper.
The improvements made by the writer were providing sample answers at the beginning of the exercises, developing the pre-reading, whilst reading and post-
reading questions, correcting unclear instructions, giving key words or guided questions before asking the students to make short dialogues or short paragraphs, and
providing narrative stories as pre-reading activity or as one of comprehension questions.
C. Materials Presentation
