Materials Evaluation Main Field Testing
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an exercise or created a dialogue. The difficulty of several expressions was because of the infrequent and unfamiliar use of them. It can be seen from the
following interview part. [Unit 3] “The dialogue is getting longer and we should think about
the answer for our improvisation. Something like that. This maybe needs two meetings to make us understand.” On translation; M Ie
102 – Ie 103; page 291
Secondly, the content that needs to be revised was the input that
should be given in unit 4. Unit 4 dealt with wedding brochure, in which in the warming up activity, the students were asked to make a sentence
represented in the wedding brochure. They realized that they found difficulty in saying a sentence that represented the wedding brochure.
Therefore, they suggested the teacher to provide an example of sentence. The suggestion can be seen from the following interview part.
[Unit 4] “You asked us to make a sentence from the content of the wedding brochure, right? What we did was taking a sentence from
previous unit. Maybe, you can give us an example on how to say it.
but later on, we cannot use the example. So we can make use of it.” On translation; M Ie 117; page 292
c Theme 3: Vocabulary and pronunciation practice should be added more.
Vocabulary and pronunciation, which are included in micro skills, should be added more. The designed materials probably dealt more on macro skills that
made the learning process in the classroom provided less focus on learning micro skills. This kind of concern was felt by the students which made them show their
difficulty when they dealt with vocabulary items as well as the pronunciation practice. Their sharing can be seen from the following interview part.
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[Unit 2] “For these kinds of meanings, we are still.. This one. Perhaps it should be more than this. I mean, the vocabulary. Also
how to pronounce the words . That’s all,
mbak
” On translation; M Ie 50; page 288
d Theme 4: Related to project-based, there should be more explanation on
particular step.
The explanation of one step of project-based learning need to be elaborated more. The students shared their experience when they dealt with step 3,
which was structuring the project. The purpose of this step was to invite them to make a timeline on what processes they they will have related to the preparation
of the project. In the workbook, there has been already a table of timeline for them to write down their progress. However, they still found it difficult to comprehend
what should they write and do in the step. The teacher’s explanation, therefore, should clarify their misunderstanding. The students’ confusion can be seen from
the following interview part. [Unit 2] “We are confused related to this step. I mean, what is it.
What is the order? We are still not sure.” On translation; M Ie 79; page 290
3 Interview Analysis as Summative Evaluation
After the units were all implemented, focus group discussion was done to evaluate the overall materials. The following discussion is divided into two parts:
task-based learning and project-based learning. In dealing with task-based learning evaluation, by adapting Ontario Adult Literacy Curriculum Framework
OALCF 2011 of interview protocol, the topics of the questions were classified into five topics, namely content, quality of content, potential effectiveness as a
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teaching-learning tool, ease of use, and comments. Meanwhile, in dealing with project-based evaluation, by adapting a list of questions proposed by Edwards
2002 quoted in Railsback, 2002: 21, the questions of the interview protocol cover
project’s success, students’ improvement, students’ reflection on relating the project with the learning goals, project’s challenges, students’ best effort,
implementation of skills in accomplishing the project, and students’ final evaluation on their project.
Firstly, in dealing with task-based learning, after transcribing the focus group discussion, five themes were generated. Those themes were 1 the contents
of the materials are already appropriate, 2 the quality of the contents of the materials is appropriate, 3 the materials are effective, efficient, and user-
friendly, and 4 the program duration should be longer.
a Theme 1: The contents of the materials are already appropriate.
The first theme is related to the contents of the materials. All of the students agreed that the designed materials have already contained appropriate
contents. The contents have represented their needs in dealing with clients. Communicatively, they have learned from the designed materials on how to use
the language properly when dealing with wedding organization. The following interview part shows students’ agreement on the appropriateness of the designed
materials. Generally,
the materials are already appropriate
. Through this course, we have received the learning process up to the procedure
how to communicate with clients. Done. On translation; N Ie 1; page 298
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b Theme 2: The quality of the contents of the materials is appropriate.
As the second theme, the students agreed that the quality of the contents of the designed materials has been appropriate already. The contents given in the
materials represented what they have done so far in dealing with clients. It has matched with the needs of
Denaya Production
. The students’ opinion related to the quality of the contents can be seen from the following interview part.
The quality of the contents are
already appropriate
. They are relevant and practicable in our workfield. Already appropriate. On
translation; N Ir 6 – Ie 6; page 298
c Theme 3: The materials are effective, efficient, and user-friendly.
The third theme deals with the effectiveness, efficiency, and user friendliness of the designed materials. The students agreed that the materials have
been effective and efficient in teaching them how to communicate with clients in English. Furthermore, they also agreed that they might opened it as their
guidelines when later on they find difficulty in dealing with clients. The following interview part tells how the students showed their opinions related to this theme.
We have already learned a lot from the materials. From the first meeting up to today, we have already had a guide book to learn by
ourselves later on. If one day we get foreign clients, we will have used this as our guideline to communicate with them although it
needs us to re-open the materials again to remind us.
The materials are already effective, efficient, and user-friendly
On translation; N Ie 8, Ie 12, Ie 15; page 298
d Theme 4: The program duration should be longer.
In giving suggestions to the designed materials, the students agreed that they might need to learn English longer. It means that the course needed to be
extended. Extending the course can deal with learning the same topics with longer PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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time or learning some additional new topics. They expected that the course would be as what the students in school get the English lessons that follow longer and
particular-patent schedule. The following interview part represents their
suggestion.
The materials are already good. Our comment will be on the course duration. That’s all.
If only this course were longer, this course would have been terkurikulum or well-scheduled
so that we can learn better. On translation; N Ie 18; page 299
Secondly, in dealing with project-based learning, the results of the interview as a summative evaluation
indicated students’ positive attitude. Their positive attitude was elaborated through seven generated themes. The themes are
1 the presentation project itself was the students’ success, 2 the presentation
project can deal with content improvisation, 3 the steps to accomplish the project were well-reached, 4 the presentation project traine
d the students’ independent learning, 5 the presentation project showed the students’ best effort on the
preparation, 6 the presentation project trained the students’ speaking ability, and 7 the presentation project build the students’ willingness to keep learning.
a Theme 1: The presentation project itself
was the students’ success.
The students claimed that having that kind of presentation was their success. Previously they have not presented a wedding concept or any other things
related to wedding organization in English. Therefore, in becoming the success in the learning process, they think that they can make use of the presentation in their
workfield, particularly, they will use what they get to be implemented in front of the real foreign clients. It can be seen from the following interview part.
164 The success that we got was, the idea was, the presentation method
itself
. It made us get inspired to use English in our workfield to our real foreign clients. On translation; O Ie 3; page 300
b Theme 2: The presentation project can deal with improvisation.
When they were asked about any improvement they can do to the project, they answered that they can make an improvisation on the content of what was
being presented. The content of the presentation can be elaborated more, particularly when they present the wedding concept. The elaboration can be done
promptly. As an example, when dealing with Javanese wedding party, there are some parts from international wedding concept that have been recently added to
be parts of Javanese wedding party. The following interview part discusses the improvisation the students might have in their presentation.
Actually, from the presentation,
we can improve the explanation of the wedding party
. In recent Javanese wedding party, there are some ceremony in international wedding concept that have been already
instered, such as throwing wedding bouquette and cutting wedding cake On translation; O Ie 4; page 300
c Theme 3: The steps to accomplish the project were well-reached.
The students have passed several steps to prepare the project of presentation well. They said that those steps can make them prepare the
presentation project good enough. Moreover, before they worked by themselves, the teacher has helped them in comprehending every single step. The following
interview part represents students’ opinion related to the steps accomplished in presentation project.
So far,
we think that those steps are already enough
. The suggestion is for us only to learn them deeper. I mean, to learn every demand of
every step deeper. But overall, we have understood the steps well. On translation; O Ie 5; page 300
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d Theme 4: The presentation project trained the
students’ independent learning
Students’ independent learning has been a part of their progress in accomplishing the presentation project. As they acknowledged that they have
mispronounced some words. Yet, as they were given this project presentation, they could learn that some words have been mispronounced all this time. By keep
consulting with dictionary, they realized their mistakes and corrected them by themselves.
The students’ story on that can be seen from the following interview part.
What suprised us is the way we read and pronounce some words that we thought we read and pronounced them correctly. Meaning that
when there are incorrect pronunciation,
we then realized the mistakes by ourselves and then directly look for the correct pronunciation
from the dictionary at home
. On translation; O Ie 6; page 300
e Theme 5: The presentation project showed the
students’ best effort on the preparation
Related to the best effort, the students agreed that reading the script, as well as pronouncing every single words correctly, became their best effort. They
tried hard not to look at notes. All the best they can do was to present the wedding concept as real as possible. It can be seen from the following interview part.
We think that our best effort is on the effort to pronounce the words in the preparation
. Although in our presentation, we looked at our notes at some parts, but at least, we can do that. Deeper
improvisation totally without text is really needed, of course. On translation; O Ie 7; page 300
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f Theme 6: The presentation project trained the
students’ speaking ability
From the project presentation, the students said that in the end, their speaking ability was trained more than any other English skills. Delivering
wedding concept in a presentation need a good speaking ability. It was not about the way the students pronounced words correctly, but also the way they deliver a
good body language to the audience, so that they can deliver the messages well. It can be seen from the following interview part.
Speaking. It is the main skill.
It is indeed the key for us to communicate to clients, particularly dealing with wedding concept.
On translation; O Ie 9; page 301
g Theme 7: The presentation project build the
students’ willingness to keep learning
When the students were asked about overall evaluation related to presentation project, they said that the results were still not good and maximum.
The meaning of “not good and maximum” here was that the students should have done better than that if they keept learning on that in particular longer time. The
students also said that they were willing to learn how to present better, so that in a real workfield, they can make use of it optimally. It can be seen from the
following interview part. In our opinion, they way we performed was still not good. It is
because learning a language needs time and any other aspects.
We need to keep learning, we need to keep reading in order to be able to
perform in such kind of presentation like this better.
We want our presentation also to have such kind of improvisation. On translation;
O Ie 11; page 301 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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