Data Presentation of the Materials Evaluation Questionnaires

86 Inconsistent size Uninteresting materials to design using Microsoft office word Less activities or exercises in Grammar Focus 3 The comments about the overall materials Interesting materials and contextual materials motivate the target students to learn English Materials are applicable to the target students as whole All content should be relevant to Papua context considering your students 4 The suggestions to improve the materials Vary the activities or exercises Mind the time management for every unit Recheck the language or grammar more carefully Use Papuan stories for some narratives Shorten some of the texts or paragraphs Provide more activities and exercises in Grammar Focus Explain the meaning or function of every unit From data presentation on table 4.8, the data represented the measurement of suitibility the designed product. To assess the suitibility the statements 1 up to 10 were about the contents, instructions, topics and the integration of reading and writing materials. The means of the data scored 28.17 in the range between 25.01- 32.50 showed that the materials were acceptable with some revisions. According to the data, the strengths of the materials were the materials were well-integrated which provided the unique and effient flow. Then the materials used local-content based and authentic pictures. Nevertheless, the materials had some weaknesses that need to be revised based on the suggestions from the respondents. The weaknesses and suggestions to improve the materials were presented in table 4.10. 87

2. Main Product Revision

This last stage was main product revision. The writer revised the designed product based on suggestions from the respondents. The framework of this stage was shown on figure 4.6 Figure 4.6: Main Product Revision Framework The weaknesses of materials which are presented in table 4.9 needed to be revised demanding on the respondents‟ suggestions. In this last stage of design, the writer made some revisions on materials for the whole units and for the certain sections in every unit. In details, the revisions maintained the unclear instructions, unclear pictures, monotonous activities, fewer activities or exercises in Grammar Focus and inconsistent size of the letters. Table 4.10: Data Presentation of the Materials Revisions Units Topics Items First Design Revision The whole units Activities Fewer exercises in Grammar Focus Add some exercises in Grammar Focus 1 What is it about? Instruction Some less communicative and complex instructions Revise some instructions into communicative and simple instruction 2 Dear Instruction Some less communicative and complex instructions Revise some instructions into communicative and simple instructions 3 Curly hair and brown complexion Media and Activities Some unclear pictures Monotonous vocabulary activities using matching picture and number Use the clear pictures Change it into find the words in the jumble letters 4 My experiences Activities Monotonous vocabulary activities using finding meaning and pronouncing the world Change into complete the jumble letters Change into group Main Product Revision Recycling Stage 88 Writing Section using the individual works works or pair works 5 Write a story Content and activities Some stories were too long Reading Section section using read and answer the questions Some stories were not relevant to Papua context Shorten the stories Change into information share activities Substitute with some relevant stories 6 Papua lost paradise Media and activities Some texts without pictures Fill the blanks in Writing Section was monotonous Add some clear pictures Change into list the information taken from the text 7 TV Papua news Sources and activities Some infeasible sources Monotonous vocabulary exercises using matcing the meaning with the word Revise them into feasible sources Change it into Drow Selzzup Based on table 4.10, the revision of all units was to add some exercises in Grammar Focus section. There were fewer of exercises for the students to practice or to learn about grammar. The researcher only provided two exercises at the most, which were to ask learner to work on the providing worksheet and to make some sentences. Thus, to revise the product, the researcher added some exercises in Grammar Focus section. Furthermore, the suggestions for every unit were to vary activities, create clear instruction and get clear pictures as media for teaching. Thus, the writer added Drow-selzzup activity, completing the blanks, information share activity, mind mapping, and group discussion. The writer used also clear pictures and shortens some paragraphs or texts in some units. Then some stories in unit 5 were substituted into the contextual stories. 89

C. The Final Presentation of the Designed Materials

The third sub chapter was uses to answer the second research question which was how does the design of an integrated English reading and writing materials for grade X students of SMA Katolik Villanova Manokwari look like? This integrated material was designed to provide a sumplementary integrated reading and writing material for the target students. The materials were relevant to Papua context and to use authentic media for learning. The activities were designed according to Willis‟ 1996 TBL Framework. The materials consisted of seven units as shown in table 4.11. Every unit of this designed materials had five sections which were Knock-knock, Reading Section, Grammar Focus, Writing Section and Assessing Yourself. Every section has each function. The Knock- knock section aimed to draw students ‟ attention to topics and tasks. The Reading Section emphasized on developing students ‟ reading skills and technuqies. The Grammar Focus section was to improve student s‟ grammar mastery. The Writing Section provided the chances for the students to improve their writing skills. The Assessing Yourself section was to do self-assessment and to review the lessons for every unit. Table 4.11: Units and Topics of the Designed Materials UNITS TOPICS TITLES 1 Announcement Text What is it about? 2 Letter Dear 3 Descriptive Text I Curly hair and brown complexion 4 Recount Text My experiences 5 Narrative Text Write a story