Selecting Teaching Learning Activities Evaluation of Designed Materials

56 students to direct the material which is about to be learned. 8 The Let’s Focus is suitable for fifth grade students to give them model in a form of video - - - 1 3 4 4.75 9 The Let’s Practice is suitable for students to practice communicatively. - - - 3 1 4 4.25 10 The Let’s Review helps students to recall their mind about material which has been learned. - - - 3 1 4 4.25 11 My Words Notes which consist of vocabularies helps students to understand each activity given - - 1 2 1 4 4 12 The material which includes colourful pictures is interesting enough for students. - 1 - - 3 4 4.25 13 The material which includes colourful pictures supports learning activities communicatively. - 1 - - 3 4 4.25 14 Generally, the material is suitable to optimize the language laboratory. - - - 1 3 4 4.75 Table 4.4: Results from Evaluation Data Note: N= Number of Respondents By distributing questionnaire to respondents, the writer gained some opinions. The opinions were important in making the revision of the designed material. The opinions were in form of general opinions concerning the designed material, the weaknesses of the designed material, and some suggestions of the designed material. 57 There were various opinions toward the designed materials. Overall the respondents stated the material is well elaborated, interesting, and appropriate for fifth grade students. However one respondent did not sure if the material is suitable for language laboratory. The writer gained some suggestions from the questionnaire. The respondents’ suggestions were important to improve the designed material by making the final revision on the designed material. Respondents’ suggestions were mainly focused on the material. One respondent suggested considering the use of audiovisual in language laboratory. The writer realized some activities do not involve the audiovisual. However, from the needs analysis result, the teacher prefers to use the simple audio equipment in the language laboratory which is a microphone and speakers. The writer then provided some activities which require teacher to use microphone, i.e. reading text. The next suggestion was shared by two respondents. They recommended teaching one tense only for fifth graders. By teaching one tense, students are easier to focus on the pattern they are learning in order to avoid misunderstand the grammar pattern. From this suggestion, the writer changed some grammar patterns into present tense and other simple patterns which are considered suitable for fifth graders. Third suggestion was recommended by one respondent. The respondent claimed to relate the material with standard competence for Elementary School even if it is used in language laboratory. Here, the writer made some modifications by varying some activities which are based on the elementary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 58 school English curriculum. However, from the interview with the language laboratory teacher, the writer was allowed to design the material by not merely focused on the English curriculum for elementary school as long as the material is suitable for fifth graders. Last suggestion was to minimize the pastel and firm colors because it might hurt eyes. The writer revised the layout of the material by reducing some pastel and firm colors. However, the writer remained the colors which are suitable for making clarity on the activities.

8. Revision

Having the result from the questionnaire completely discussed, and then the writer conducted to the final step. This step is aimed at improving the material. The improvement was to revise the design material based on some suggestions from the respondents. As mentioned before, one English lecturer of Sanata Dharma University mentioned the previous design was inappropriate to be applied in language laboratory. Thus, the writer interviewed the lecturer about one item which was still doubtful. The items to be asked was mainly about the material which is already suitable to optimize the language laboratory or not yet suitable. From the interview, the writer made improvement toward the material by adding video for each unit because video is the essence of the English learning in language laboratory. The video chosen is suitable for fifth graders and the topic. The post design then proposed to the lecturer and she believed that overall the material is applicable and suitable to be used in language laboratory. 59

B. Presentation of the Material Design

This part deals with the presentation of the designed material as the answer of second problem. The material consists of eight units namely: Unit 1: Who Are My Classmates? Unit 2: Where Can I Find It? Unit 3: When Is My Birthday? Unit 4: What Is My Recipe? Unit 5: Where Are We? Unit 6: How Healthy Is My Body? Unit 7: What Do I Do On Weekend? Unit 8: What Are My Pets? Every unit consists of four sections, namely: Let’s Start, Let’s Focus, Let’s Practice, and Let’s Review. The explanation of each section is as follows: a. Let’s Start This section helps students to recall their mind so that they are ready join the activities. Here, students figure out what activities they are going to deal with. The teacher should explain and guide the students, so they know exactly what to do. b. Let’s Focus Second section of each unit requires students to pay more attention about model of the topic. This part helps students to understand the real model of 60 English by watching and listening to video. The teacher also provided a brief explanation concerning the video. c. Let’s Practice In this section, students deal with some activities that support the topic and based on the video. Some activities need teacher’s role i.e. explains briefly activities they are going to do. But some other activities deliberate students to do the activities with their groups or even individually. d. Let’s Review In final section, there are some assignments to do. Here, the teacher allows students to share their understanding concerning the topic and video also activities they have learned. The writer also provided the teacher’s book to help teacher presents the material well. The guidance book for teacher was designed based on students’ book. The English material design for fifth grade students and the guidance book for teacher were completely enclosed in Appendix C. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI