65
Table 4.8 The Specification of the Designed Materials
Name Task-Based English Speaking Materials for
the Tour Guides of Kalisuci Gunungkidul Purpose
Improving learners’ skills in speaking User
The tour guides of Kalisuci Gunungkidul Language Skills
Speaking Teaching-Learning Approach
Task-Based Learning Syllabus Type
A Combination of Topic-based and Task- based Syllabus
Time Allocations 4 x 120 minutes
Type of Product Printed and recorded materials
The Use of Materials Materials used as the main speaking
materials for the tour guides of Kalisuci Gunungkidul
Strategies Individual work, pair work, group work
Activities Predicting, inferencing, taking notes, co-
operating, role playing, conversational patterns, practicing, selective listening, using
context, personalizing, reflecting, brainstorming.
Media Text, worksheet, dialogues, video recording,
pictures.
4. Preliminary Field Testing
In this step, the researcher conducted a summative evaluation for the designed materials by distributing questionnaires to two English lecturers who
were considered as the experts in English language teaching as the participants to find out the weaknesses and appropriateness of the designed materials before
implementing the designed materials. The experts’ background can be seen in
Table 4.9 on the following page
66
Table 4.9 Experts’ Background Experts
Educational Background
Teaching Experience
Sex
S1 S2
S3 1-5
5-10 10
M F
Lecturers 1
1 2
1 1
From Table 4.9 there were two lecturers, a female lecturer and a male lecturer of English Language Education Study Program background who have more than ten
years experience in teaching English. The result of closed-ended questionnaire can be seen in Table 4.10 and the summary of the open-ended questionnaire can be
seen in Table 4.11.
Table 4.10 The Results of Summative Evaluation in Close-ended Questionnaire
No. Participants’ Opinion on
Central Tendency
N Mean
I. Learning Indicators
1. Learning indicators are measurable to achieve basic
competence. 2
4.50 2.
Learning indicators are specific and well-formulated. 2
4.00
II. Learning Materials
3. The materials are able to achieve learning indicators.
2 4.50
4. The materials are appropriate with the needs of English
for Cave Tubing guides. 2
4.00 5.
The activity are varied and motivating. 2
3.50 6.
The materials are within the allotted time. 2
4.50 7.
The discussions on each unit are relevant with the topic. 2
4.50 8.
The tul andask instructions for learners are helpful and understandable.
2 4.00
9. The materials are formulated according to the level of
task difficulty. 2
4.00
III. Teacher’s Guide
10. Teacher’s guide is helpful and understandable.
2 4.00
11. Thive task instructions are able to describe on how to
apply the materials. 2
4.50
IV. Implementation of Task-Based Learning
12. The tasks encourage learners to speak.
2 3.50
13. “Get ready” section has sufficient language exposure for
learners. 2
4.00
67
No. Participants’ Opinion
Central Tendency
N Mean
14. “Let’s Do It” and “Let’s Play” section have facilitated
learners the opportunities to produce and learn the language by doing the activities.
2 4.50
15. “Things to Remember” section has facilitated learners
to know the grammatical items which are commonly used.
2 4.50
16. In Reflection or self-evaluation phase, “How Far am
I?”, learners are able to measure their knowledge and skills freely by stating their feeling, strength, and
weaknesses. 2
4.00
V. Design
17. The appearance of materials in learner’s book is
interesting, attractive, and well-designed. 2
3.50
VI. Overall Evaluation
18. Learning materials are well-developed.
2 4.00
From Table 4.10, the mean was at the range of 3.50 to 4.50. Futhermore, in the overall evaluation part, the mean was 4.00 which was considered as “agree”
in the degree of agreement. Therefore, the designed materials had been well- developed. In terms of gaining the suggestions for revision, the researcher gave
the participants to answer the open-ended questionnaires. For the complete results of Table 4.10, it can be seen in Appendix D. The close-ended questionnaires were
made to gain feedback and suggestions for revising the designed materials and the teacher’s guide. The summary of the suggestions can be seen in Table 4.11.
68
Table 4.11 The Summary of Summative Evaluation in Open-ended Questionnaire
No Items
Participants’ Opinion Lecturer 1
Lecturer 2
1 Comments on the
designed materials 1. Very good
materials, especially strong in
reflection or conclusion phase.
1. Good enough materials for Cave
Tubing guides. 2. The materials are
simple and it provides limited
possible activities. Suggestions on the
designed materials 1. Giving more
opportunity for the guides to express
and explore themselves.
1. The researcher may consult course book
more to enrich the insights.
2. Provide more varied activities.
2 Comments
on the teacher’s guide 1. Understandable
2. Helpful 1. Clear in instruction
The data in Table 4.11 showed that the designed materials were good and suitable for cave tubing guides. However, the researcher had to revise on the task
activities . The task should give more opportunity to explore guides’ competencies
and skills by themselves. The designed materials needed some varied activities. The researcher was suggested to consult course books more to enrich the various
kind of activities. For the teacher’s guide, it was understandable, helpful and clear
in instructions.
5. Main Product Revision
