5. Evaluation of the Materials
After producing the materials, the researcher asked the expert to evaluate the devesigned materials. The materials were evaluated based on the :
contents, language, presentation, and layout appropriateness. Therefore, the strength and the weakness of the draft could be discovered. The researcher
distributed a questionnaire to the expert. The researcher used a Likert scale to measure the appropriateness of the materials. The 4 score was for strongly
agree, 3 for good or agree, 2 for poor or disagree, and 1 for very poor or strongly disagree. The expert judgment results were used to revise the
materials. 6.
Revision of the Materials
After getting the expert judgment, the next step was the final step of designing the product. In this step, the materials were revised based on the
feedbacks and suggestions from the expert. After revising the materials based on the feedback and suggestion, the revised materials was the final draft of the
‘Good at English’ conversation book for students Grade VIII of the junior
high school for activities for outside class.
E. The Nature of Data
In this study, the collected data were quantitative data. The quantitative data were obtained from two questionnaires distributed by the researcher. The first
questionnaire was aimed to obtain the students’ needs and target needs. The
second questionnaire was aimed to obtain the expert judgment to evaluate the first draft of the materials.
F. Data Collection Techniques
The subjects of the research were Grade VIII students of SMPN 6 Yogyakarta in the academic year 20142015. The research used random sampling
technique to select the sample. The questionnaires were divided into two, the questionnaires for students and expert. The questionnaires were close-ended and
open-ended questionnaire. The questionnaire was distributed to get the information about the students’ needs and target needs.
G. Research Instrument
As stated before, there were two kinds of questionnaires in this research. The organization of the first questionnaire was described as follows:
Table 2: The Organization of the Questionnaire for Students
Question Number
Criteria of Questions
The purpose of the Questions 3
Topic To find out the topic for material that students want
Nunan, 2004: 47-49. 1
Goal To find out the goal of the students in learning English
Nunan, 2004: 41-42. 2, 4, 6
Input To find out the input that students want Nunan, 2004:
47-49. 5, 7, 8,
and 9 Procedures To find out the speaking activity that students prefer
Nunan, 2004: 52-63. 10 and 11
Teacher role
To find out the information about the role of the teacher should play Nunan, 2004: 64.
12 Learner
role To find out the information about the learner role
Nunan, 2004: 64. 13 and 14
Setting To find out the appropriate setting for the students in
doing the tasks Nunan, 2004: 70.
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