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4.2.1 Conducting Evaluation Research
After developing the instructional materials, it was needed to be evaluated in order to know whether the designed materials are relevant, challenging, and
meaningful for the learners and meet the learners’ needs. The feedback from the evaluation research serves as the instrument to revise the designed materials. The
writer conducted the evaluation research with the English teachers of the St. Aloysius Gonzaga English Language Institute in order to attain the evaluation of
the designed materials. The results of the data of the evaluation research are exemplified as follows:
4.2.1.1 Description of the Participants
There were three sections in the evaluation research on the designed materials. The first section was about the participants’ profile – name, gender,
education background and the years of teaching English language experiences. In second section, there were evaluation statements on the designed materials to get
their agreement and disagreement or doubt on the materials. The third section was to obtain the teachers’ comments or opinions and suggestion and criticism on the
designed materials. In this evaluation research, six teachers from St. Aloysius Gonzaga
English Language Institute, Taunggyi, Myanmar were the participants. The teachers evaluated the designed materials and sent it back through via-email. The
participants’ profiles are as follows:
42 Gender
No. Participants’ Name
Male Female
Education Background
Teaching years
1 Cornelia
Anthony -
Female Bsc Chemistry 20 years
2 Daisy Deria
- Female SPd.
3 years 3
Irene -
Female Dip. Ed., BAEd Aust.
35 years
4 Stephen Seng
Ja, S.J. Male
- AB Philosophy
2 years
5 Titus
Male -
AB Philosophy 1 month
6 Yi Yi San
- Female B.E Eng
2 years Table 4: The Participants of the evaluation research
4.2.1.2 Data Presentation and Analysis
The data taken from the evaluation research were classified into two types. The first was the presentation of the descriptive statistics of the participants’
opinions on the designed materials and the second type was the list of the participants’ suggestions.
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4.2.1.3 The Descriptive Statistics of the Participants’ Opinions on the Designed Materials
To be able to identify the agreement degree of the participants’ opinions on the designed materials, the writer applied five rating points of the agreement.
The point of the agreement is illustrated as follows:
Point of agreement Meaning
1 definitely disagreevery poor
2 Disagreepoor
3 Doubtfulundecided
4 Agreegood
5 definitely agreevery good
Table 5: Degree of Agreement on the Designed Materials The descriptive statistics of the data taken from the evaluation questionnaires
using the measures of average point is available in the following table.
44 Table 6: Descriptive Statistics of the Participants’ Opinion on the Designed
Materials No
. The Participant’ Opinion
Total score
Calculati on
1. The Instructional Objectives are well formulated. 26
26÷30×1 00
86 2. The designed materials are able to meet the goals
and objectives. 24
24÷30×1 00
80 3. The topics are well selected and arranged.
24 24÷30×1
00 80
4. The designed materials are relevant to the learners’ need and interest.
26 26÷30×1
00 86
5. The units are arranged systematically and appropriately.
25 25÷30×1
00 83
6. The teaching-learning tasks and activities are well designed in order to motivate learners to
participate in them. 25
25÷30×1 00
83 7. The listening activities are meaningful and
interesting in order to develop variety of receptive skills.
26 26÷30×1
00 86
8. The speaking activities encourage the learners to learn, acquire, practice and produce their
knowledge and skills of the language. 26
26÷30×1 00
86 9. The reading activities are challenging and
meaningful for the learners. 26
26÷30×1 00
86 10. The writing tasks are enabling the learners to
produce their knowledge, opinions, criticism and beliefs.
25 25÷30×1
00 83
11. The grammar focuses and expressions in the units foster learners’ English Communication.
22 22÷30×1
00 73
12. The expanding vocabulary sections help learners to enrich the words power to related topics.
25 25÷30×1
00 83
13. The instructions are clear for each activity and task.
24 24÷30×1
00 80
14. The designed materials are relevant to the advanced level learners.
25 25÷30×1
00 83
15. Generally, the designed materials are well elaborated.
25 25÷30×1
00 83
45 Based on the results of the descriptive statistics of the participants’
opinions on the designed materials, it was found that the grand mean was 4.15. Thus, it could be assumed that the designed materials are relevant, appropriate and
good for the advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.
However, it is still necessary to be revised the designed materials based on the participants’ feedbacks.
4.2.1.4 Participants Suggestions
Kategori