Assessing the Materials Conducting Evaluation
and Biklen 1982, field notes usually consist of two broad kinds of writing: descriptive and reflective. Descriptive field note describes the setting, actions and
conversations, whereas reflective field note describes feelings, thoughts, ideas, questions and concerns.
In this research, descriptive field notes describe objectively the whole
setting of events, actions and conversations for each day teaching-learning process in L1 class of FEC 2013 and L1A class EFH 2013 that was conducted and
observed by the researcher. The description tells additional information about what happens during the program, especially related to the given materials and
activities in detail, so the readers do not need to guess what the researcher means. On the other hand, reflective field notes include subjective descriptions of
the researcher’s feelings, thoughts, ideas and concern about what she was observing in L1A class of EFH 2013. Researchers insights and thoughts about
what have been observed are important since they may clarify points and correct mistakes and misunderstandings in descriptive field notes. The field notes also
allow the researcher to emphasize ideas, hunches, impressions, etc. in order to increase their awareness about possibility of things happening might affect the
research. After held the needs analysis, the data collected was transcript as the consideration in developing the materials.
The evaluation was obtained by using second and third questionnaires, second interview and field notes. The second questionnaire was distributed at the
end of the program to the L1A parents to get the data about parents’ opinions,
comments and suggestions after their children joining EFH, especially about their children’s achievements toward the given materials. The third questionnaire was
given to the experts of EFH materials who were also a s researcher’s lecturers of
English for Children concentration program. The questionnaire consists of a set of questions about the criteria of the designed materials, in the form of Likert Scale.
Likert Scale is a principle of measuring attitudes by asking people to respond to a series of statements about a topic, in terms of the extent to which they agree with
them, and so tapping into the cognitive and affective components of attitudes Likert, 1932. In this principle, the respondents in which the experts, are offered a
choice of five pre-coded responses whether they are Strongly Agree SA, Agree A, Neither Agree nor Disagree N, Disagree D, or Strongly Disagree SD
with each statement in the questionnaire. In the second interview, the interviewed interviewees were children of
L1A class, their parents and teacher of L1A class who was also researcher’s collaborator. The children were asked about their feeling about the materials given
during th e program. The parents were asked about their children’s responses
towards English they had learned in the program, whereas the teacher was asked about her opinions and suggestions about the materials used during the program.
The last data collected was in the form of field notes. They consists of descriptive field notes and reflective field notes. They were written down separately. Both
field notes were recorded right after the researcher conducted implementations in every meeting.