68
c. Designing the Message
After developing the designed materials, the writer presented the designed materials in a creative way. Selection of fonts, pictures and layouts in the designed
materials would help the students to understand the contents and the instructions. Therefore, the writer put some pictures to make the designed materials more
interesting.
4. Preliminary Field Testing
Preliminary field testing was conducted by analyzing the evaluation post - design questionnaires which were distributed to two teachers and two lecturers, in
order to detect possible weaknesses and judge the suitability of the designed materials to be implemented. The selection of the teachers was based on
considerations that they would be the users of the materials and hence they would be able to judge the materials’ applicability and practicality. Meanwhile, the
lecturers were selected due to their experience and expertise in English language teaching. The background of the respondents was summarized in Table 4.9.
Table 4.9 The Description of Post-Design Questionnaire Participants
Educational Background
Teaching Experience Sex
D3 S1 S2 S3 1 1-5 5-10 101 M F
Teachers -
2 -
- -
- -
3 -
2 Lecturers
- -
1 1
- -
1 -
1 1
After the data of the post-designed questionnaires were computed and analyzed, it was found that the results were quite satisfying. In the first part of the
questionnaires, where respondents had to state their degree of agreement on the
69 statements, the mode was at the range of 4 to 5. However, there were four items,
which had two modes because the scores had similarly in high frequency. Therefore, they had been called bimodal. According to Johnson and Christensen
2012, pp. 458-459, the term bimodal only occurred when the data had two modes. From the evaluation, it could be concluded that the designed materials had
been well developed and appropriate for the tenth grade students. The detailed results can be seen in Table 4.10.
Table 4.10 The Results of Post-Design Questionnaire No
Statement Degree of
Agreement Central
Tendency 5 4 3 2 1
N Mode
1. The learning indicators are
specific and well formulated. 1 3 - - -
4 4
2. The learning indicators match
with the basic competence. 2 2 - - -
4 4,5
3. The materials help the students
to achieve the learning indicators.
1 2 1 - - 4
4 4.
The level of difficulty is suitable for tenth grade students.
1 2 1 - - 4
4 5.
The discussions on each unit are relevant to the topic.
2 2 - - - 4
4,5 6.
The instructions for each task are clear and understandable.
- 4 - - - 4
4 7.
The materials are fun and motivating.
2 2 - - - 4
4,5 8.
The activities are various enough and interesting.
1 3 - - - 4
4 9.
The materials are helpful for automotive engineering students
to develop their specific ability. 2 2 - - -
4 4,5
10. The teacher’s guide is helpful and understandable.
- 4 - - - 4
4 11. The layout is clear and well
arranged. 1 3 - - -
4 4
12. In overall, the design materials are well developed.
1 3 - - - 4
4
70 In the second part of the questionnaires, the respondents’ comments were
also very encouraging. The evaluator implied that the materials were well developed, particularly the content and the layout. The materials also were
believed to be appropriate for young students of English. In addition, the learning activities were considered various, enjoyable, challenging, and in line with the
syllabus. One respondent also expressed that the designed materials had integrated the four skills, and should be able to facilitate language learning.
The questions about the teacher’s guidebook also gained positive comments. The instructions were clear and understandable. Moreover, the book
contained useful information and teaching references, especially for English teachers in vocational high schools.
There was no dramatic changes were proposed for the revision in the designed materials. However, one evaluator suggested to the writer to provide
references in the designed materials. One evaluator also suggested adding alternative activities to provide some activities when the teachers run out of
materials in classroom. Besides, evaluators suggested making a recording in the listening section rather than the teacher had to read the transcription.
5. Main Product Revision
From the results of the post-design questionnaires, it was obvious that the designed materials were well-developed. The designed materials had no
significant changes. The revision was made to follow the suggestions from the post-design questionnaires.
71 The writer applied the suggestion to add the list of references used in the
designed materials. When the materials were evaluated, the reference list had not been included. Since it is compulsory to acknowledge people whose works are
used, the writer decided to accept the suggestion and put a list of references in the final version of the designed materials. Then, the writer also made a recording for
the listening section. The writer also checked the grammar in the designed materials. When the
materials were evaluated, the respondent found some grammatical errors in the designed materials. The grammar error was found in the lesson plans, syllabus,
and one unit in the designed materials. Therefore, the writer did the grammar correction to revise the designed materials.
B. The Final Presentation of the Integrated English Materials
To answer the second research question, what the integrated English materials for the grade tenth students of automotive engineering of SK Marsudi
Luhur 1 Yogyakarta based on the task-based learning looks like, the final version of the materials was presented in this study.
The designed materials adopted the framework of task-based learning as proposed by Willis. The steps of task-based learning consisted of pre-task, task
cycle and language focus. Therefore, the learning activities had five steps in the designed materials. The five steps in the designed materials were the modification
of the three steps in the task-based learning proposed by Willis. The five steps
Kategori