Presentation of the Designed Material

115 The previous instruction in the designed material was not really clear in giving the direction to the students. The revision should include the clear instruction for each section and which one that is flexible for them to select. The material was designed to be supporting material for the students in learning reading especially for the seventh grade students. The material will be given in the class only during the English subject hours with consideration that not all students might have a set of computer or laptop at home to do the reading material. If the reading material were given as homework, it was afraid that those who do not have computer at home would not be able to work on it. While at school, the students could access it in computer laboratory during the English subject hours scheduled by the teacher. By doing so, each student has equal chance to learn and get the benefit from the computer based reading material and it is hoped could support and increase the students’ reading mastery. In administering the reading class using computer based reading material, the teacher acted as facilitator who just explained what the students should do with the reading material. The teacher needed to give detail yet concise description of the learning material so the students could get the whole picture of the material they were going to work on. The autonomous learning process started when the students work on the learning material by themselves, maximizing the function of the instructions and minimizing to involve the teacher’s help in their learning process. One of the indicators that the autonomous initiation process worked in successful way was the scores gained by the students for the exercises section. If they could gain good scores, it could be concluded that they understand 116 what they have to do for each section so they will not get lost themselves when doing the exercises. For a long term goal, it is hoped that the learning material could be used as self-study material at home. When all students are equipped with computer or laptop at home, it would be an ease to make this long term goal happen. By doing so, autonomous learning would be promoted into higher level that is believed could be one of the supporting ways to help students improving their English especially their reading mastery.

4. The Contribution of the Designed Material to the Students’

Improvement The designed material was aimed to support the students’ learning improvement. It was provided with tasks that could help them improving their reading skills. When distributing the designed material to the students, the students were also asked to work on selected exercises which cover all topics presented in the designed material. In order to check the contribution of the designed material to the students’ progress, the writer compared their learning results of the same topics as presented in the following table. Table 4.16 . Students’ Test Results Student Mid Test Results Test Results Changes 1 36 89.5 53.5 2 50 89.5 39.5 3 80 86.7 6.7 4 66 86.7 20.7 5 74 97.7 23.7 6 42 97.7 55.7 7 86 95.5 9.5 117 8 62 91.8 31.8 9 44 92.7 48.7 10 90 100 10 11 68 86.8 18.8 12 80 94.5 14.5 13 82 95 13 14 90 93.8 3.8 15 46 97.1 51.1 16 64 98.5 34.5 17 54 89.7 35.7 18 60 92.7 32.7 19 98 100 2 20 72 100 28 21 72 100 28 22 72 100 28 23 76 100 24 24 40 97.1 57.1 The topics being tested in the Mid Test were the same as the topics of the exercises that the students have to work on the designed material. Those topics were Describing Things, Describing People and Procedure. The scores in the Test Results field were gained from the mean score of six exercises worked by the students. The exercises covered two exercises for Describing Things topic, two exercises for Describing People topic, and two exercises for Procedure topic. The total numbers of respondents were 24 students. Two students were absent on the day when the data for second test was taken. From Table 4.16, we could conclude that most of the students gain scores when they worked on the designed material. T-Test was used to calculate the significance different between the first and second test result. To calculate the T-Test, the writer used a calculator application provided by www.ncalculators.com . From the data gained N = 24, there was a significant different between first test result M: 66.8333, SD: 17.4148 and second test result M: 94.7083, SD: 4.6624. Moreover, the T-Test result for those 118 two test results was -7.5748 in which it is ≤ 0.5. It could be concluded that the result showed significant different between the first and second test result. Thus, the second test result gave significant different in the form of improvement for the students’ learning progress. The details calculation is presented in Appendix 24.