Data Presentation and Analysis

62 arranged and relevant to the topics. 7. The supplementary materials are suitable to be applied in Senior High School grade eleven. 3 - - - 3 8. The students are able to fulfill the activities in each unit. 3 - 2 1 - 9. The activities are able to facilitate the students to learn vocabulary in contexts. 3 - - - 3 10. The supplementary materials are able to facilitate the students to achieve the goal and indicators. 3 - - 2 1 11. The supplementary materials are able to help the students to enhance their vocabulary in contexts acquisition. 3 - - 1 2 12. The contexts of the vocabulary are clear. 3 - - 2 1 13. The instructions are already clear. 3 - 1 2 - 14. The time allocation is suitable with for each unit. 3 - - 1 2 15. Generally the supplementary materials are well-elaborated. 3 - - - 3 Based on the results of the questionnaire, mostly the participants chose number three and four. This meant that they tended to give positive response to the designed materials and consider that the designed materials were well designed and acceptable for the eleventh grade students of SMAN 1 Godean. However, there were two aspects of opinion that the participants did not really agree with, which were about the students’ ability to fulfill the materials in each unit and the clarity of the instructions. It meant that the writer should consider revising the designed materials. Furthermore, the revisions would also be based on the participants’ feedback, comment, and suggestion. The writer obtained some feedback, comment, and suggestion to improve the designed materials based on the preliminary field testing questionnaires which were distributed to two English teachers of SMAN 1 Godean and one Table 4.8 Continued from page 61 63 PBI lecturer at Sanata Dharma University. Generally, the participants stated that the materials were well-developed, interesting, enriching, and had nice layouts. Furthermore, they also stated that the variation of the activities offered in the materials would be able to avoid the students’ boredom in learning English. Moreover, most of the materials were relevant to the topics, which was good. However, the materials still needed some improvements to develop the designed materials. The following are the detailed feedback, comment, and suggestion from the participants. 1 The writer should revise the instructions because those instructions contained of words that the students might not familiar yet. This could create confusion for the students to understand the instructions. The writer should make the instructions simpler and more understandable. Besides, to make the students clearer how they should accomplish the activities in each unit, the writer should also add “individually” or “in pairs” in every instruction. 2 There were some grammatical mistakes and mistyped. The writer should revise those grammatical mistakes and mistyped. 3 Let’s Do It title was considered appropriate for the last section title, which was What Have You Learnt?. Due to that, the writer should replace What Have You Learnt? with Let’s Do It and get another title for replace Let’s Do It. What Have You Learnt? seemed an inappropriate title since it was considered different from the main purpose of the exercises provided in this part. 64 4 The exercise number 2 in Let’s Do It of Unit 4, the crosswords activity, was suggested to be done in pairs. 5 The options of the exercise number 3 in Let’s Do It of unit 5 were suggested to be put above the sentences. 6 The writer should allow the students to check the words meaning in dictionary while they were pronouncing the words in order to make them easier in doing the next exercisesactivities. 7 The writer should make more pair work or group activities so that the students could solve the problems they might find without dictionary. 8 The writer was suggested to use “Competence Standard” and “Basic Competence” to replace “Goal” and “General Purposes”. 9 The Teacher’s Book should contain of the exact copy of the units of the Student’s Book. It was aimed at making the teachers able to feel, see, and experience what was felt, seen, and experienced by the students.

B. Discussion

After evaluating the designed materials, the writer revised the designed materials based on the feedback, comment, suggestion given by the participants. There some points of the designed materials that were revised. The description of the material revisions are as follows. 1. The writer made some revisions to the instructions, such as completing the instructions with “work individually” or “work in pairs” so that it would be clearer whether the students should accomplish the exercises individually or in 65 pairs. Furthermore, the writer also changed some words used in the instructions with the ones which were considered more familiar for the students. 2. The writer revised the grammatical errors and mistyped found throughout the materials. 3. The writer replaced the section title Let’s Do It with Let’s Get One Step Closer and What Have You Learnt? with Let’s Do It. 4. The writer revised the instruction for exercise number 2 in Let’s Get One Step Closer of Unit 4, the crosswords activity, to be a pair work so that the students would not be bored since they could solve the difficulties with their friends. 5. The writer put the options of the exercise number 3 in Let’s Get One Step Closer of unit 5 above the sentences to make the students easier in doing the exercise. 6. The writer selected more exercises to be done in pairs to save the students’ time so that they would be able to fulfill all the exercises of one unit in 90 minutes. 7. The writer revised the “goal” to be Standard Competence and the “general purpose” to be Basic Competence. 8. The writer revised the Teacher’s Book so that it contained of the exact copy of the units of the Student’s Book. It was expected that the teachers would find it easier to feel, see, and experience what was felt, seen, and experienced by the students.