63
No Respondents’ opinions
Frequency of Occurrence
Central Tendency 1
2 3
4 5
N Mn Mdn
Md
1. The learning method which is
implemented through
Task Based Learning
can affect the students’ comprehending level
towards reading texts.
- -
- 3
3 6
4.5 4.5
4,5
2. The students need an active
learning to
help them
comprehending the reading.
- -
1 -
5 6
4.7 5
5
3. An innovative learning is able
to support the students’ skill in comprehending the reading.
- -
- 2
4 6
4.7 5
5
4. The topics of the
reading material are appropriate for the
Language Program Students Year XI.
- 1
2 2
1 6
3.5 3.5
3,4
5. The tasks level of difficulty
that was based on Task Based Learning
is appropriate with the students’ skill.
- 2
1 3
- 6
3.2 3.5
5
6. The tasks types are vary.
- -
2 3
1 6
3.8 4
4
7. The variation of the task form
headed for the escalation of the students’
comprehension towards reading texts.
- -
3 1
2 6
3.8 3.5
3
8. The designed materials can
attract the students’ interest to sharpen their reading skill.
- -
2 2
2 6
4 4
3,4,5
9. The tasks commands are easy
to understand. -
- -
3 3
6 4.5
4.5 4,5
Table 4.7. Respondents’ Opinions
Notes: N = number of respondents
Mdn = median Mn = mean
Md = mode
b. The Respondents’ Recommendation
Besides evaluating by giving points, the respondents also gave their general opinions and suggestion about the designed materials. Moreover, this
64 respondents’ recommendation were used to make revision of the designed
materials. The respondents’ general opinions and suggestion were as follows:
1 The Respondents’ General Opinions about the designed materials
a The designed materials were interesting and attract the students to read. b The lay out was attractive and easy to read.
c Some pre – activities were too hard. d Some texts were too long.
2 The Respondents’ Suggestion
a Summarized some long text. b Add more exercises.
c The text should be more inclined to students’ culture and surroundings. d The text should not contain any racist themes.
As suggested by the respondents, the writer changed the reading passages in the Modeling of the Text
stage in unit 2 to be more interesting and not use any reading text which contains any racist themes.
e Provide example before the tasks. As suggested by the respondents, the writer improved the materials by adding
some example before the tasks.
C. Discussion
The process of designing the reading materials for Language Program Students Year XI of senior High School and the process of making revision on the
reading materials was discussed in this part. The result of the data presentation was in the range between 1 to 5. Moreover, each figure had its own category.
