2 : DisagreePoor 1 : Strongly DisagreeVery poor
After the writer obtained the feedback from the questionnaire, she reviewed the data. The results of the questionnaire were positive. In the first part,
the data showed that the participants dominant to choose 3 and 4. The summary of the results can be seen in Table 4.9.
Table 4.9: The Result of the Questionnaire for Expert and User Validation part 1 No
Statement Degree of Agreement
4 3
2 1
A. Learning Indicators 1.
The learning indicators are well formulated.
25 75
- -
2. The learning indicators are able to reflect
the achievement of the general purposes.
75 25
- -
B. Learning Materials 1.
The materials help learners to achieve the learning indicators.
25 75
- -
2.
The materials are suitable to the needs and wants of children of Domby Kid’s Hope 2
Yogyakarta.
50 50
- -
3.
The activities are fun. 50
50
- -
4.
The activities are motivating. 75
25
- -
5. The time required to deliver the lesson
plan is matched the class duration nicely. 50
50
- -
6. The instructions for the students are
helpful and easy to comprehend. 25
75
- -
7. The materials are arranged systematically
according to the level of difficulties. 50
50
- -
C. Implementation of Task Based Learning Framework 1.
The activities encourage learners to learn English
75 25
- -
2.
The activities are various enough. 75
25
- -
3. The ‘Build up’ section gives sufficient
language exposure for the learners.
75 25
- -
4. The ‘Act out’ section has facilitated the
students to produce language
75 25
- -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
No Statement
Degree of Agreement 4
3 2
1 5.
The materials have facilitated learners the opportunities to learn language by doing
activities.
75 25
- -
C. Overall Evaluation 1.
The layout of the materials is well- designed.
100
- -
-
2.
The layout of the materials is interesting. 100
- -
-
3. In overall, the learning materials are well-
developed.
50 50
- -
The result of the second part were also satisfying and encouraging. The participants gave positive feedback for the designed materials. They stated that the
materials were motivating, well formulated, attractive, and suitable for young learners. The participants, nevertheless, gave suggestion for improvement. First of
all, some of the instructions had to be simplified. Second, there was too much burden for the learner in Unit 1. Third, the writing activities should be simplified
into tracing. The last, the title for each phase in every unit should be bigger. The results of the essay part second part are presented in Table 4.10.
Table 4.10: The Result of the Questionnaire for Expert and User Validation part 2
Statements Participants
The lecturer of English Education Study Program of
Sanata Dharma University The English Tutor of
Domby Kids’ Hope 2
Comment on the designed materials
The overall designed materials are good especially for a new
materials designer. The designed has tried to make the
materials suitable for the learners and create activities
and materials that lead to the achievement of the target
competence. Use of the colorful book with interesting
picture will likely interest the students and find it fun to use
the book. The materials are motivating,
interesting, arranged systematically and suitable for
young learners.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Statements Participants
The lecturer of English Education Study Program of
Sanata Dharma University The English Tutor of
Domby Kids’ Hope 2
Suggestion to improve the designed materials
1. Simplify the instructions
in the text book 2.
Simplify the materials for unit 1
3. Change the writing
activities into tracing 4.
Make the title for every phase bigger
5. Give labels for every
communicative tasks in the lesson plan
1. Simplify the instructions
in the text book 2.
Add lesson when to use “an” and “a” in Unit 2
1.1.5 Main Product Revision
In response to the suggestions, the writer improved and revised the designed materials based on the obtained feedback. First, the writer simplified the
instruction in the text book. Second, the writer reduced the burden in the unit 1. She omitted some expression in introduction. Third, the writer changed the
writing activities into tracing activities. Fourth, the writer made the title for every phase bigger. Fifth, the communicative tasks in the lesson plans were labeled.
1.1.6 Main Field Testing
After revising and improving the designed materials, the writer tested the materials by conducting materials try out. This was to judge the applicability and
practicality of the designed materials. The writer implemented the developed units of the designed materials on the first grade classes at Domby. The description of
the participants for the materials try out is presented in Table 4.11.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
