68 step, the writer organized the contents in a sequential order based on the topics.
The writer also added pictures and illustrations to make the designed materials more interesting. The materials were designed for nine 9 units and for each unit
the time allotment was 2x45 minutes.
9. Conducting Evaluation
Having finished designing the materials, the writer distributed the materials to the experts and users to get the feedbacks. They were asked to give their
comments, opinions, and suggestions on the designed materials. Then, the materials were revised based on the suggestions from the respondents It was
aimed to improve the materials so that the designed materials would be beneficial for the staff of Bantul CBR.
a. The Description of the Participants
There were two English lecturer of Sanata Dharma University and three English instructors of
Lembaga Bahasa
of Sanata Dharma University invited to be the evaluators. They are considered as the participants of product evaluation. They
gave feedback toward the designed materials and commented on the design materials so that the writer could revise and improve the designed materials.
b. The Presentation of the Evaluation Data
The L ikert scale was used by the writer to show the participants‘ opinions
on the designed materials. The data from the questionnaires were analyzed using central tendency to find mean. The results of product evaluation showed that the
mean ranged from 3.4 to 5. It showed that first, the respondents agreed that the materials designed had already based on the learners‘ level. Second, cooperative
69 learning was suitable for teaching speaking and the activities in cooperative
learning were suitable to be applied. It means that the materials were appropriate for the staff of Bantul CBR. The detailed results of the questionnaire were
presented in Table 4.6. No.
Respondents‘ Opinions on N
Central Tendency
Mean 1.
The indicators are well formulated. 5
3.8 2.
The indicators are able to support the attainment of the basic competency.
5 3.6
3. The contents are suitable and appropriate for the staff
of Bantul_Community Based Rehabilitation. 5
4
4. The topics are well arranged.
5 3.6
5. The instructions are clear.
5 3.4
6. Generally, the exercises are variously given and
interesting. 5
3.4
7. The activities are able to support the attainment of the
indicators. 5
3.8
8. The materials are closely related with the learners‘
real life. 5
5
9. The number of activities in each unit has been
sufficient for the time given. 5
3.6
10 The method cooperative learning is appropriate in teaching and learning speaking for the Staff of
Bantul_Community Based Rehabilitation. 5
4
11. The designed materials are varied. 5
3.6 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70 12. The designed materials are able to help the staff of
Bantul CBR to develop their English speaking ability. 5
3.8
Total mean 3.72
Table 4.6. Results of Post-design Survey
In addition, the writer added a space for the respondents to give opinions, comments, and suggestions on the questionnaire as well. Overall they stated the
materials were creative and interesting to the learners. However, the materials still needed improvement. Based on the data gathered, there were some comments
towards the designed materials as follows. a.
There are still a lot of grammatical mistakes. b.
The source of the picture should be written. c.
Some of dialogues on the conversation section should be simplified and made more appropriate with the English speaking countries‘ culture in order to be
more effective. d.
Some of the instructions are too detail, the writer do not need to write many instruction that detail.
e. The contents of the materials should be changed with more appropriate
exercises that require the staff of Bantul CBR using language expressions related to the topics of the materials.
f. To be careful in choosing the appropriate words. Inappropriate words caused
confusion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71 The comments and suggestions obtained in the questionnaire are the basis to
improve the materials. The writer adapted some comments and suggestions in revising the materials.
a. Grammar had important role, therefore, the writer checked grammar in the
instruction, the content of the materials, and the exercises. Then the writer provided correct grammar for the revision of designed materials.
b. The pictures were from Bantul
CBR‘s activities and from clip art. Some are from English book. The provided sources of pictures used were in the revision
of designed materials. c.
Realizing that the learners were in mid-beginner level, the writer agreed to revise some dialogues on the conversation section to be simpler dialogues. The
writer determined that simpler dialogues were easier examples for learners to learn the materials in each unit.
d. For the instructions, the writer made the instruction more clear. In the designed
materials, there were long and redundant instructions. In fact the writer thought that by reading the instruction the learners would be easy to do the
tasks but in the revision, the writer provided the instructions effectively and not too long. The writer did not translate the instruction into Indonesian in
order to motivate the learners to find out the meaning of the instructions. Though this activity, the learners were treated to study hard. Hence, at the end
of the course, they were hoped to be able to speak English correctly and fluently.
72 e.
The writer changed some inappropriate exercises in some units to be appropriate exercises based on the contents of the materials. The changes were
provided in the revision designed. f.
Choosing the correct diction was done in order to avoid ambiguity, so that the learners understood the, materials easily.
B. The Presentation of the Final Design
In order to answer the second question in the problem formulation, the writer presented the final version of the designed materials in this part. The
designed materials consisted of nine units. In each unit, the learners would learn nine different topics. Those topics were:
UNIT 1 : How was the presentation today?
UNIT 2 : Can I help you?
UNIT 3 : Who‘s speaking?
UNIT 4 : How much is it?
UNIT 5 : Where will the meeting be?
UNIT 6 : Where is the meeting room?
UNIT 7 : What does Carol look like?
UNIT 8 : Are there any problem with those?
UNIT 9 : What do you think about?
There were five sections for each unit. Those sections were Warming Up, Conversation, Language Focus, Activity - Language Practice, and What Have
You Learned? The explanation for each section was as follows.
