The Result of Close-Ended Evaluation
51 mistakes in the instructional page. The design did not provide stu
dents‟ comments although there were comments button in the weblog, but it did not work properly
and it needed instruction about the purpose of the comments section. Furthermore, the design lack of variety exercises.
The researcher found the weaknesses in the design, thus, the researcher had data to revise and improve the next design as final presentation. The reading
exercises design were revised by changing the color in each exercises, assuring the Internet connection so that the program work well, revising grammatical
mistakes in the instructional page, reading texts and exercises in each unit, creating students‟ reflection towards the given reading activities in each unit, and
adding more varied exercises in each unit.
3 The Evaluators’ Feedback on the Strengths of the Design
Based on this research, the researcher found that the design was a very easy self-accessed learning for the seventh grade students and had clear
instructions. In addition, the design was easy to access, no login required, and it can be repeated. Besides that, students
‟ interests maybe heightened since learning English is done through the use of technology.
The design also had strenghts toward the evaluator‟s feedbacks. The
researcher improved the strengths so that next design would be much better than the previous design.
4 The Evaluators’ Feedback on the Given Topic
Based on the evaluation result, the researcher found that the design did not have enough strengths to catch s
tudents‟ attention. And then, the given topics
52 needed more up-to-date topics. However, the reading exercises were interesting
because of the Hot-Potatoes program was challenging to do. All of the above-mentioned the result of evaluation, the researcher would
not change the given topics. Assuming that the given topics were in accordance with academic subject matters at school and students‟ daily life, thus, the topics
were relatively new. Dealing with the topics, students were supposed to get better understanding and developed their knowledge through reading skill. Again, the
researcher only added more varied exercises in each unit with the same topics. The additional reading texts and exercises would be more challenging to
encourage students‟ interests in language learning.
5 The Evaluators’ Feedback on What the Needs to Improve the Design
The design improvement needed to furnish the pages with pictures, more colorful, and interesting topics which c
an encourage students‟ interests in language learning. Moreover, the researcher assured that the pictures appeared
smoothly and the multiple choice answersoptions were more or less of the same length. The design would be much better if it used complete sentences for the
puzzles and not used phrases, and then it needed more varied exercises. In addition, the design must have student‟s reflection in each unit and the indicators
of syllabus design used concrete measurable verbs. The researcher needed to improve the reading exercises design in this
research. The feedback considered as the final design revision. Based on the result of evaluation, the researcher designed and developed the reading exercises as in
accordance with the result of evaluation. Consequently, the researcher conducted
53 list of
questions for student‟s reflection in each unit. It was a better idea in appreciating each student satisfaction towards the given exercises.