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f. The instruction were written clearly. It made learners feel it was easy to
understand the tasks. g.
It provides attractive layout and pictures. The pictures in each unit were suitable with the topic and well organized. It also makes the layout look eye-
catching. Besides, the fonts used in the designed materials are already consistent and big enough for learners.
h. The vocabulary and list of vocabulary is complete and match with topic
discussed. From the questionnaire of Preliminary Field Testing, the writer also got opinions
on the weaknesses of the designed materials. They were: a.
Some instructions needed to be shorter and straight forward. b.
Some conversations were too long. Therefore, the expressions were difficult to be recognized.
c. There were still many mistakes in spelling the words.
4. Participants’ Suggestions on the Designed Set of Materials
As stated in the previous part, the participants were also asked about the parts of the material that needed to be revised. The participants’suggestions
towards the question are presented below. a.
Although the instructions were written clearly, some instuctions needed to be shorter and straight forward.
b. Conversations need to be shorter so that the expressions introduced can easily
be recognized. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
c. The mathematics part of comparing and ordering integers unit 3 needed
more examples. Different from other units, there was no sufficient example about comparing and ordering integers.
d. The explanation of mathematics parts in unit 4 rounding and estimation was
not complete yet and needed more examples, too. e.
The writer had to be careful in typing the words. There were many mistakes in spelling the words.
f. A participant suggested that the writer should rearrange the time allotment in
the lesson plan, especially for roleplay time. It needs much more time to do roleplay.
e. A participant suggested that the writer should give another activites to make
learners more motivated in learning English, such as singing a song, tongue twister, etc.
C. Discussion
Suggesstions, criticism, and corrections both from the participants of the Preliminary Field Testing and from the Board of Examiners are discussed in this
part.
1. Discussion on the Designed Set of Materials Evaluation
Considering all the suggestions, criticism, and corrections from the participants in the evaluation step, the writer made some revisions for the sake of
improving the materials. However, the writer made a selection to choose the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
acceptable suggestions to develop the material. The improvement by the writer are:
a. The writer changed or revised some instructions that were too long.
b. The writer revised and lessened the conversation part.
c. For mathematics part of comparing and ordering integers unit 3, the writer
gave more examples. It is expected that learners will get correct examples to compare and order integers.
d. The writer gave more explanation about how to make questions related to
“rounding and estimation”. Examples were also added. e.
The writer checked the designed materials again and corrected the spelling word mistakes.
f. The time allotment in lesson plan was reearranged. The writer added the time
for roleplay and lessened the time for the other activity which considered too long.
However, there was a suggestion which the writer considered unacceptable.
This suggestion
was to
vary the
activities in
Focus...Focus...Focus... part with songs and tounge twister game. The writer believe that songs and tounge twister game might be interesting, but they are time
consuming and do not enhance learners to talk more. Therefore, the writer does not change the activities in Focus...Focus...Focus... part.
After some improvements were made on the designed materials, the writer presented the final version of the designed materials.
