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the product designed, it was necessary for her to evaluate the product. There were two terms in doing preliminary field testing as cited in chapter 3.
a. Trial of the Product
The purpose of this term was to try the mechanism of how to use the designed exercises by the users, the first grade students and the English teacher.
They would be introduced to the purpose, what subject was discussed and how to operate the designed exercises on the computer. There were only the first and the
second unit that could be trialed. The reason for this was there was only limited time because the English teacher needed to be in charge mostly of the classroom
learning after the student teachers from English Language Education study program finished their teaching practice in the school.
The writer presented the product to the first grade students of AK Class consisted of 23 students on September 14
th
, 2011. The writer and the English teacher expected to use computer laboratory to run the product. Unfortunately,
because the schedule for the computer laboratory was full, the product could not be trialed in it. Therefore, the product was presented in front of class by using a
laptop, a modem, and a viewer. The students were asked to come in front one by one in order to answer the exercises on the laptop.
The weaknesses of this process were, first, the brightness of each page, which was shown on the wall, was different from the brightness in the laptop. So,
the students sitting at the back could not see the product clearly. However, most of the students could follow the presentation over all. Second, since the students
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needed to come in front one by one, it spent much time, so the trial only practiced Unit One and Unit Two.
After the writer presented the product, she distributed evaluation sheet. The evaluation sheet contained close-ended and open questionnaire. Next, after
the writer got the sheet from the students, she began to analyze the results. The sheet from the students was obtained the next day, September 15, 2011.
There were four criteria for the evaluation results taken from the questions on the evaluation sheet for detailed report, see Appendix F.1.
1 Respondents’ opinion about the operation of the product To evaluate this criterion, there were 3 questions that the students should
answer. First, are the instructions in the designed exercises clear and understandable? Second, can you access the designed exercises easily? Third,
does the link on each page work well? In answering the first question, 17 students agreed that the instructions of
the designed exercises were clear and understandable. The reason was the choice of words was simple and easy to understand so that they could answer the
exercises correctly. Meanwhile, the others stated the opposite. It was because first, they did not know English well, so they could not understand the instructions.
Second, the oral explanation from the writer could not be understood clearly. Third, the ideas of the exercises could not be understood because of time limit.
Fourth, the choice of words was not understandable although its purpose was to make it more interesting.
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The answer to the second question was only agreed by 7 students. Their reason was because the instructions and the address of the website were clear. If
they kept learning, they could access the designed exercises. Besides, the students who did not agree that the exercises could be accessed easily stated some reasons.
First, the students had not understood all the materials well and the steps were difficult to practice. Second, the explanation of the steps in running the product
was too fast, so they did not understand clearly. Third, some of the students often went to an internet cafe and some of the students also did not have the tools and
the media to access the designed exercises. On the other hand, there was a student who sometimes did not understand the vocabulary to help her access the product.
Furthermore, on the third question, there were 14 students who agreed that the link on each page worked well. It was because the link did not error and did
not take more time to load the materials. The others stated the opposite. The reasons were first, the students had not tried by themselves to access the link.
Second, they did not do the exercises quickly and the time limit was too short. Third, the videos were not interesting, not to the point and not colourful.
2 Respondents’ opinion about the appearance of the product There were two questions related to the appearance of the designed
exercises. First, are the pictures given big and clear enough? Second, are the fonts appropriate and big enough so that they are readable?
The first question was agreed by 16 students that the pictures given were big and clear enough. There were some reasons for the agreement. First, the
pictures were interesting and had clear colour, so the learning process was not
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boring. Second, the pictures made the students have a clearer explanation of the exercises, but there was still a dark background colour so that it made the
sentences become unclear. Meanwhile, there were also students who did not agree that the pictures were big and clear enough. It was because the pictures were
blurred and not colourful. Besides, the background colour was not interesting and it made the sentences unclear.
Furthermore, there were 16 students agreeing that the fonts were appropriate and big enough so that they were readable. The reason was the fonts
could be read by the students sitting at the back, but it would be better if the fonts were bigger. On the other hand, there were students who did not agree that the
fonts were appropriate and big enough so that they were not readable. The reason was the fonts were too small and did not have variation on its form.
3 Respondents’ opinion about the content of the product There were four questions related to the content of the designed exercises.
First, as the supplementary exercises, are the designed exercises effective and efficient to be implemented for the students in order to improve their grammatical
skills? Second, do the designed exercises practice the structure correctly and convey a meaning on every sentence? Third, is the content appropriate for the
students and reliable as instructional exercises? Fourth, are the topics given varied and interesting?
The first question was agreed by all students that the designed exercises were effective and efficient to be implemented for the students in order to
improve their grammatical skills. There were some reasons why they agreed.
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First, they would comprehend and understand more the materials about simple present tense and simple past tense because the learning method was simple.
Second, it was suitable for practicing the tenses. Third, the exercises really helped the students to learn the materials and they were fun. Fourth, there was feedback
for correct and incorrect answers so that the feedback could be used as an evaluation. Fifth, the designed exercises helped the students to do the exercises
quickly. Sixth, the written exercises uploaded to a website would be more interesting rather than reading a dictionary or even downloading Google
translator. The second question also was agreed by all students that the designed
exercises practiced the structure correctly and convey a meaning on every sentence. They wrote some reasons for it. First, they could comprehend the
materials and knew what the ideas conveyed from the designed exercises. Second, it could add to their vocabulary and it really helped them to practice the structure.
Third, the use of language was formal, but the student was confused about arranging sentences exercise because of unclear full stops. Fourth, the exercises
challenged the students to learn the materials in order to practice and improve their grammatical skills.
The third question was agreed by 19 students that the content was appropriate for the students and reliable as instructional exercises. The reasons
were, first, it was appropriate because the materials discussed were taught at school. Second, it could help the students to improve their English, especially
learning structure. Third, the materials would not be taught to the students if the
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source was not reliable. On the other hand, the students who did not agree stated the reason that, first, the materials are not complete as their teacher gave. Second,
they expected that the uploaded exercises were better. The fourth question was agreed by all students that the topics given are
varied and interesting. The reasons were, first, because of the various and the interesting topics, they were motivated to learn English, especially the exercises
that contained movies. However, it would be better if the topics were added. Second, the topics could improve their knowledge. Third, the exercises challenged
them to finish. Fourth, the topics were interesting because it discussed about fruits, Malioboro, and animals.
4 Respondents’ opinion about creating motivation by doing the product All students agreed that the designed exercises were challenging for them,
so it can create their motivation. The reasons were, first, because the exercises were difficult, they were challenged to practice it. Second, they expected to finish
all exercises, know all of the answers, and get 100 points. Third, the designed exercises had not been applied to the school. Fourth, they would know whether or
not the answers were correct by doing the exercises. Fifth, the interesting appearance and the time limit created motivation to do the exercises. Sixth, they
could practice to finish the exercises quickly and correctly because of the time limit. Besides, they could comprehend more vocabulary. Seventh, they were eager
to know all of the answers. Eight, the exercises were really interesting and fun, so they were motivated to do it.
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Next, the students also stated the strengths, the weaknesses, and the suggestions for the product. First, the strengths of the product were: it could be
accessed quickly at anytime; it was fun and not boring when they did the exercises because it had a variety of exercises; it helped them learn grammar, improve their
vocabulary, and evaluate the materials at school; it could make the students think quickly, actively, and logically; the sources were reliable; it was appropriate to the
subject material; it had interesting pictures and videos; it could enhance their knowledge; they were interested and challenged to do the exercises; it had clear
use of fonts and words; and, the exercises were understandable, even for the students who did not understand related materials, such as both tenses.
Second, the weaknesses of the product were: it only existed on the website; it might be misused by some people; some backgrounds were rather dark,
so the words became unclear; it was difficult to be accessed; there were some small font size and small pictures, so it was not readable; more exercise should be
added; the exercises should be more challenging and have clear instructions; the limit time was too short; it was still not interesting because it had uninteresting
variety of the exercises; they could not comprehend the material well because of time limit; there were only some topics discussed on the product; if they could
finish and memorize the exercises, it would be boring exercises; the video was uninteresting, not to the point and not colourful.
b. Content Evaluation
