Evaluating the Designed Materials
From the results of the expert validation, all respondents agreed that the designed materials were well-established to help the learners developing their
reading skills. The materials were appropriate for the learners and could motivate the learners to learn in the various activities. Nonetheless, the respondents gave
some suggestions for the improvement of the designed materials. The suggestions were presented below:
1 The topics The topics in the designed materials were well-selected and well-arranged.
Nevertheless, the writer should select topics which were familiar to the learners.
2 The texts There was one respondent who suggested the writer to choose the shorter,
simpler and more interesting texts to be utilized in the designed materials. 3 The activities
One respondent suggested that the learning activities should be started from the easiest activity. Besides, she also suggested the writer to create pair or
group activities and to make reading games. There was also one respondent suggested the writer to give more exercises to develop comprehension. In
addition, another respondent suggested the writer to check the use of grammar in the designed materials and the instruction of each activity
should be clearer. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4 The arrangement The topics and the learning activities should be arranged from the simplest
ones to the more complex ones. 5 The layout
The respondents suggested the writer not to use too many different font types and size. Meanwhile, one of the respondents also suggested avoiding
the use of unnecessary pictures. 6 Other suggestion
One of the respondents suggested revising the learning indicators for some of them referred to the process not the product of learning.
The respondents’ opinion of the expert validation could be illustrated in Table 4.9.
Table 4.9 Results of the Expert Validation in Percentages No. Questions Responses
Percentages
1. Are the topics selected properly?
a. Yes b. Not sure
c. No 100
2. Are the topics well-arranged?
a. Yes b. Not sure
c. No 66.6
33.3
3. Are the learning goals well-formulated
and suitable with the target learners? a. Yes
b. Not sure c. No
66.6 33.3
4. Are the learning indicators also well-
formulated to meet the goals-set? a. Yes
b. Not sure c. No
33.3 33.3
33.3
5. Are the learning activities interesting and a. Yes 100
No. Questions Responses Percentages
varied? b. Not sure c. No
6. Are the learning activities well-
established in accordance with the learning goal?
a. Yes b. Not sure
c. No 66.6
33.3 7.
Are the learning activities easy to understand?
a. Yes b. Not sure
c. No 66.6
33.3 8.
Are the reading texts easy to understand? a. Yes b. Not sure
c. No 33.3
33.3 33.3
9. Are the reading texts suitable with the
target learners? a. Yes
b. Not sure c. No
100
10. How is the layout of the materials?
a. Good b. Not too bad
c. Bad 66.6
33.3
11. Are the materials as a whole suitable with
the learners? a. Yes
b. Not sure c. No
100
12. Are the materials interesting and well-
elaborated? a. Yes
b. Not sure c. No
100
Meanwhile, the strengths and the weaknesses of the designed materials were presented on Table 4.10.
Table 4.10 The Strengths and the Weaknesses of the Designed Materials The Strengths
The Weaknesses
1. The topics were relevant and up-to- date.
2. The designed materials had varied learning activities.
1.
The designed materials had poor grammar especially in the reading
comprehension session.
2.
The designed materials did not focus on developing comprehension skill.
The Strengths
The Weaknesses
3. The designed materials were developed based on the needs
analysis and the language learning theories.
From the results of the expert validation, it could be concluded that the designed materials were applicable and appropriate to be used. Nevertheless, the
writer needed to revise the designed materials as suggested by the evaluators.
b. Learners’ Evaluation The learners’ evaluation was conducted as a substitution for materials try
out. The writer was not able to conduct materials try out because of the limitation of time. This was conducted to get feedback from the learners. Therefore, the
writer distributed the designed materials and the evaluation questionnaires to the three Biology teachers of SMAN 3 Yogyakarta. The questionnaires contained
semi-structured questions. Like in the expert validation, the writer also conducted the unstructured interviews to gain more information about the learners’
responses. They were asked to give their responses and suggestions about the designed materials. The results of the learners’ evaluation were presented on
Table 4.11. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.11 Results of the Learners’ Evaluation No
Aspects Responses
1
Topics
9
The respondents agreed that the topics were interesting enough.
9
The topics such as HIV-AIDS, Mercury and Global Warming were interesting for the learners because those kinds of topics
were always actual in society.
2
Learning Activities
9
The learning activities were varied and were interesting for there was ‘materials-crossing’.
9
The learning activities such as doing crosswords and having discussion were interesting and were able to motivate the learners
to learn.
3
Reading Texts
9
The reading texts were interesting enough. However in the topic Biology as Science, it would be better to utilize the reading texts
which were about the application ones.
9
The reading texts were neither too easy nor too difficult to understand.
4
Layout The layout of the designed materials was interesting especially the
illustrations such as the cell structure in the reading texts.
5
Materials as a whole
9
The designed materials were interesting enough.
9
The designed materials were also easy enough to understand.
The respondents’ opinion of the learners’ evaluation could be illustrated in the Table 4.12.
Table 4.12 Results of the Learners’ Evaluation in Percentages No.
Questions Responses
Percentages
1.
Are the topics interesting?
a.
Yes
b.
No 100
2.
Are the learning activities interesting and varied?
a.
Yes
b.
No 100
3.
Are the reading texts interesting and easy to
a.
Yes 66.6
No.
Questions Responses
Percentages
understand?
b.
No 33.3
4.
Are the materials as a whole easy to understand?
a.
Yes
b.
No 66.6
33.3
5.
Are the materials as a whole interesting?
a.
Yes
b.
No 100
6.
Is the layout of the designed materials interesting?
a.
Yes
b.
No 100
In summary, the learners liked the designed materials since the topics and the learning activities were interesting. The learners were interested in words-
game like crosswords for it could enable them understand the meanings in convenience way. They also liked the discussion activity for it could enable them
share their understanding of the learning content. Furthermore, they gave some comments and suggestions related to the designed materials. The comments and
suggestions were as follows: 1 The unity of the designed English reading materials which raised Biology
topics was interesting because they were related to the daily life. 2 The writer should create the learning activities which could develop the
learners’ creativity. For example, in the topic Reproduction, the learners were presented with texts about technology of reproduction.
3 The writer should give more pair work or discussion activities.