69
F. Feedback of The Design
After finishing the design, the researcher had to ensure whether the design was already good or not. Therefore, the researcher conducted preliminary field
testing by the experts in order to get feedback, comment, suggestion and evaluation from the design. The result of this step became the guidance to revise
the design. a.
Description of the Participants of Preliminary Field Testing The researcher conducted the product testing by distributing the
questionnaires to the experts in education field especially dealing with learning activities design. The researcher chose three participants who were considered as
expert in language teaching. The participants were one English teacher of SMA Pangudi luhur
Sedayu and two PBI lectures of Sanata Dharma University. The description on the participants can be seen in the table 4.8
Table 4.8 Description of preliminary field testing
No Participants
Educational background
Teaching Experiences in years
S1 S2
S3 1-5
6-10 10-15 15-20 20 1.
Lecturer A
√ √
2. Lecturer B
√ √
3. Teacher
√ √
The function of the questionnaires distributed to the participants was to obtain information related to the quality of the design. The information was
70 defined as feedback, comments, criticisms, and suggestions. The information from
the participants will be helpful to revise and improve the designed materials. The researcher distributed the questionnaires to three participants. As it was stated
previously, they were the English teacher of SMA Pangudi Luhur Sedayu who got bachelor degree S1, and two PBI lecturers who got magister degree. Beside the
educational background, the researcher also asked their teaching experiences. All of the participants had experienced at least ten years.
b. Data Presentation and Analysis
Data gathered from the preliminary field testing showed the participants’ opinion toward the design materials. The researcher arranged scale from 1 to 4
which represented the participants’ agreement and disagreement toward the designed materials. The information about the four possible choices used as the
measure points was presented in the table 4.9
Table 4.9 Degree of agreement on the designed materials
Degree of agreement Opinion
Meaning 1
Strongly disagree Very poor
2 Disagree Poor 3 Agree
Good 4
Strongly agree Very good
The descriptive statistics of the participants’ opinion on the designed materials were as follows:
71
Table 4.10 The result of the preliminary field testing No
Participants’ Opinion N
Statements 1
2 3
4 Objectives
1. The designed materials met the students’
need 3 _ _ 3
_ 2.
The designed materials match the learning objectives
3 _ 2 1 _
3. The indicators have already been
formulated properly 3 -- -- 3
--
Method and Technique
4. The method is applicable for the designed
materials 3 _ 1 1 1
5. The method and technique used enable
students enhance their speaking skill 3 _ 1 2 _
Learning Activities
6. The materials in each unit are well-
arranged and relevant to the topics. 3 _ 1 1 1
7. The students are able to fulfill the activities
in each unit. 3 _ _ 2 1
8. The activities are able to facilitate the
students to speak English properly 3 _ _ 3
_ 9.
The time allocation is suitable for each unit 3 _
_ 2 1
10. The designed materials are able to help the
students to enhance their speaking skill 3 _ 1 2 _
11. The learning activities have been varied
3 -
-
3
- 12.
The instructions are already clear. 3
- 1 1 1
Materials
13. The language is appropriateeasy to understand for students.
3 _ _ 2 1
14. The vocabulary chosen is accordance with
the students’ level. 3 _ _ 2 1
15. The layoutappearance is interesting.
3 -
1 -
2
Based on the result of the questionnaire, of the participants mostly chose number three and four. This meant that they tended to agree and strongly agree to
the points mentioned in the questionnaire. This also meant that they considered the designed materials were suitable to be applied for the tenth grade students of
SMA Pangudi Luhur Sedayu. Because the purpose of the questionnaire was to
72 collect feedback, comments, suggestions and criticisms, there must be weaknesses
on the designed interactive multimedia. However, there were seven aspects of opinion that the participants did not really agree with, which were about the
learning objectives, the method, the technique, the instructions, the content and the layout. It meant that the researcher should consider revising the designed
interactive multimedia in order to validate the product. Furthermore, the revisions that the researcher would conduct were based on the participants’ feedback,
comments, suggestions, and criticisms. The researcher obtain some feedback, comments, suggestions, and
criticisms to improve the designed interactive multimedia based on the questionnaires which were distributed to one English teacher of SMA Pangudi
Luhur Sedayu and two PBI lecturers of Sanata Dharma University. Generally, the
participants stated that the media is suitable for the tenth grade students because the using of multimedia device was interesting to create students’ motivation and
it would reduce students’ boredom in learning English. In addition, the application that the researcher used namely adobe flash player was easy to operate for those
who did not master computer. However, the designed materials still needed to be revised in order to issue the final product. The following are the detailed
participants ‘opinions related to the designed interactive multimedia.
Table 4.11 The Strength, Weaknesses, and Suggestion of the design
Strengths 1.
The interactive multimedia was well designed 2.
The using of videos was interesting 3.
The using of multimedia was interesting 4.
The programapplication worked well
73 5.
The fonts and the color of the pictures were suitable 6.
The choice of the recording were mostly suitable 7.
The operation of the programapplication was easy for those who were not computer literate
8. The layout was suitable.
Weaknesses 1.
The objectives of the learning were not stated clearly. 2.
There were many misspellings and grammatical mistakes in all units.
3. In unit 4, in the section “Lead in Activity”: the
recordings were not clear. 4.
There was no exit button. 5.
The video program was not developed further; it enhanced listening skill more than speaking.
6. The using of subtitles was counter productive
7. Flash application was just like a book
8. It seemed that there was no connection between the
joke section and the content 9.
There was no information to whom the program would be used.
Suggestions 1.
One page one screen 2.
Create voice instruction 3.
Add music in the start page 4.
Trim the video and add command: “repeat” so that there would be oral production by the students.
Based on the weaknesses and suggestions mentioned in the table and from the questionnaire, the researcher considered some points to be improved.
1 The researcher should revise the instruction. Basically, the instructions are
clear enough. 2
The researcher should revise some misspellings and grammatical mistakes.
74 3
The researcher should add voice or audio in the designed interactive multimedia in order to draw students’ interest in doing the practices.
4 The researcher should add more information related to the designed interactive
multimedia whether it will be used by teacher or students.
G. Design Improvement