27
No. Respondents’ opinion
Central Tendency N
x
Mean
7. The activities are motivating
3 9
3 8.
The contents are suitable with the students’ need 3
10 3.33
9. The contents are well-elaborated
3 9
3 10.
The instructions are clear 3
10 3.33
11. The instructions are understandable
3 10
3.33 12.
The designed materials are within the time allocation 3
9 3
C. Teacher’s Guide
13. The teacher’s guide is helpful
3 10
3. 33 14.
The teacher’s guide is understandable 3
11 3. 67
15. The syllabus is able to give illustration about the
materials 3
10 3.33
C. Implementation
of Task-Based
Language Teaching
16. The activities are encourage students to speak
3 10
3.33 17.
“Recall you memory” section helps to introduce the topic to the students
3 9
3 18.
“Be ready” and “What to say” sections give students the vocabulary, language and context for the
tasks 3
9 3
19. “Let’s practice” section facilitates students to
produce language 3
10 3.33
21. “Be ready”, “What to say” and “Let’s practice”
sections facilitate students actively using the target language
3 10
3.33 22.
“Time to reflect” section encourage students to share their feeling
3 9
3
E. Overall evaluation
23. In overall, the designed materials are well-developed
3 10
3.33
In the second part of the questionnaire, the evaluators gave their comments and suggestions about the designed materials freely. The evaluators’
comments and suggestion were helpful and important in order to improve the designed materials. There were three questions in the second part, first question
asked about the evaluators’ comment on the designed materials. The second
28 question asked about their comments on the teacher’ guide and the last question
asked about their suggestions to make the materials get better. There were some important points of the feedback and suggestions from the evaluators.
First, the designed materials were nice and well-organized. The illustrations were quite helpful for the students to understand it. The materials
were also easy to apply in the classroom. But, it would be better if add more specific questions to aid students better. Some more information also should be
added in Be Ready and What To Say section when certain expressions are used. Second point was about the teacher guide. The comments on the teacher
guide were found to be satisfying. The teacher’s guide was well-made and it helped the teacher to understand and elaborated the materials for the students. The
teacher’s guide was also quite clear enough and easy to follow because it provided teachers on what they should do in the class.
The last point was about the suggestion to improve the designed materials. Inserting vocabulary used in agriculture area in the conversation or
dialog activity was needed to enrich student s’ vocabulary that was related to their
area. One evaluator suggested changing topic 2 about introduction to be in topic 1 because students should know each other first by introducing one another then
they can learn how to greet people that they have recognized. The matching activity in unit 4 would be better if giving them English meaning rather than
Indonesian meaning. It was to avoid students speak in their native language. The writer also needed to check the grammar both in the teacher’s guide or student’s
book because the evaluators found some grammatical mistakes and also typo in
