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field testing in the RD which was done by distributing questionnaire to five respondents to gain comments and suggestions on the designed materials. After
distributing the questionnaire, the writer analyzed the results which were discussed further on the next part.
a. The Discussion of the Results of the Post-design Questionnaire
The evaluation of the designed materials was importantly needed to find out whether the materials were appropriate, well-developed and well-designed.
Besides, the comments and suggestions on the designed materials would be used as the foundation for revisions and improvements. The revisions and
improvements were important to make up the final version of the designed materials. The evaluation of the designed materials was conducted by distributing
the post-design questionnaire to two English teachers of SD Pangudi Luhur Yogyakarta and three English lecturers of the English Language Education Study
Program of Sanata Dharma University. Since the designed materials were intended for the 2
nd
graders of SD Pangudi Luhur Yogyakarta, the writer put the two English teachers of SD Pangudi Luhur Yogyakarta in the first priority to
judge whether the materials fulfilled the students’ needs. The second priority would be the three English lecturers of the English Language Education Study
Program of Sanata Dharma University. The considerations of choosing them were their experiences in teaching Speaking and EYL English for Young
Learners. The background of the respondents can be seen in Table 4.3 on the next page.
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Table 4.3: The Description of the Respondents’ Background
Respondents Sex Educational
Background Teaching Experience
in years Male Female
S1 S2 S3 1-5 6-10 11-15 English teacher
2 2
2 English lecturer
3 3
3 From the data above, the respondents of the post-design questionnaire
were all female. There was no specific reason in choosing female respondents; the main consideration was their teaching experiences and expertise in teaching
speaking and English for Young Learners. The range of their teaching experiences was from 4 up to 10 years. The two English teachers were S1 graduates and the
three lecturers were S2 graduates. Having finished processing the data of the respondents’ background, the
writer entered the next step which was presenting as well as discussing the results of the post-design questionnaire. The results of the post-design questionnaire were
good and encouraging. The respondents gave their opinions on the statements toward the designed materials by choosing one of the degrees of agreement in the
first part of the post-design questionnaire. The degrees of agreement that they have given represented how much they agreed with the statements.
The degrees of agreement included degrees which ranged from 1-4, they were:
1 : Strongly disagreeVery poor
2 : DisagreePoor
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3 : AgreeGood
4 : Strongly agreeVery good
The following data presents the detailed results of the first part of the post- design questionnaire in a form of descriptive statistic in Table 4.4.
Table 4.4: The Results of the First Part of the Post-design Questionnaire
No Statement Degree
of Agreement
Frequency Central
Tendency 4 3 2 1 N
M 1.
The basic competences are well- formulated.
1 4 5
3.2 2.
The learning indicators are well- formulated and able to meet the
Basic Competence and Competence Standard.
1 4 5 3.2
3. The topics are well-arranged.
3 2
5 3.6
4. The materials match with the
goals of the extracurricular activity.
3 2 5
3.6
5. The use of Task-Based
Language Teaching to teach speaking in the extracurricular
activity is well-developed. 2 3
5 3.4
6. The pre-task, task-cycle and
language-focus are well- developed.
2 3 5 3.4
7. The materials are suitable,
interesting and relevant for the 2
nd
graders of SD in the extracurricular activity.
2 3 5 3.4
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No Statement Degree
of Agreement
Frequency Central
Tendency 4 3 2 1 N
M 8.
The materials are able to help the students to develop speaking
skill. 3 2
5 3.6
9. The instructions of the designed
materials are clear and understandable.
3 2 5
3.6
10. The learning materials are able
to meet the time allocation 30’ x 2
3 2 5
3.6
11. The content is relevant with the
context and the situation which the language is used.
2 3 5
3.4
12. The teacher’s book is well-
designed and understandable. 2 3
5 3.4
13. The teaching media are well-
arranged and able to support the learning.
1 4 5
3.2
14. Generally, the materials are well
arranged and designed. 3 2
5 3.6
From the results presented in Table 4.4, the mean ranged from 3.2 to 3.6 on the scale of 4 which meant that the designed materials were appropriate and
acceptable for the extracurricular activity of the 2
nd
graders of SD Pangudi Luhur Yogyakarta. The mean of each statement was more than seventy five percent of
the highest point. In general, the materials were considered to be well arranged and designed which was proven by the mean of 3.6. Nevertheless, the designed
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materials still needed revisions based on the respondents’ comments and suggestions in the second part of the post-design questionnaire.
In the second part of the post-design questionnaire, the respondents answered the open-ended questions. The respondents were free to give comments
and suggestions on the designed materials. There were three questions proposed in the second part of the post-design questionnaire. Those included the respondents’
comments on the designed materials as well as the teacher’s book and the respondents’ suggestions to make the designed materials better.
The overall respondents’ comments on the designed materials are satisfying. There are five positive comments which indicated the strengths of the
designed materials. Those are stated below: 1
The materials are well-designed based on Task-Based language Teaching and suitable to teach the extracurricular activity of the 2
nd
graders. 2
The designed materials are quite communicative for the 2
nd
graders of SD Pangudi Luhur Yogyakarta.
3 The designed materials are good, interesting and entertaining because the use
of various colors. 4
The activities are fun and they can motivate the students to be active. 5
The pre-task, task-cycle and language focus are new knowledge for the elementary school’s teacher. Therefore, the designed materials are considered
to be an innovative approach to be implemented. However, there are several weaknesses mentioned by the respondents. The
weaknesses are mentioned on the next page.
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1 There are several grammatical mistakes in the designed materials.
2 The titles of the topics are not really consistent one to another.
3 Some of the games are monotonous where the students were asked to make a
big circle in the classroom. The next question was related to the respondents’ comments on the
teacher’s book. The strengths of the teacher’s book are: 1
The teacher’s book really supports the student’s book in providing the teacher with the complete instructions how to implement the designed materials.
2 The use of the CD as a media to compile the video materials is helpful for the
teacher. In spite of those strengths, the respondents also mentioned some important
points to be revised which are listed below: 1
The instructions are sometimes not really clear. 2
In the syllabus provided, the teaching and learning activities are not describing the tasks.
3 The pictures are not as clear and good as the ones in the student’s book.
Considering that the aim of the second part of the post-design questionnaire was to gain suggestions from the respondents to make the materials
better, the writer discussed the third question which was related to the respondents’ suggestions. The suggestions to the overall designed materials are:
1 Check for grammatical and spelling mistakes both in the student’s and
teacher’s books.
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2 Change some of the pictures in the teacher’s book which could give the
clearer context. 3
Maintain the consistency of the titles of the topics. 4
Change the instructions of the teacher’s book to ease the teacher to implement the teaching and learning process in the classroom.
5 The game should be more varied.
6 The media should be more varied by using the real things.
7 Provide more speaking activities in the designed materials.
The writer realized that the comments and the suggestions were useful for the sake of the designed materials. Therefore, the suggestions above had been
taken into consideration to revise the designed materials to be better. The next step was revising the designed materials based on the comments and suggestions
listed above.
b. Revising the Designed Materials
