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designed materials. The input was needed to determine whether or not the designed materials were applicable and supposed to be improved. Questionnaire was the
instrument to gain the feedback gathering. The questionnaire was distributed and collected from 2 November to 11 December 2006. The result of feedback gathering
would be used to revise the designed materials. In this part the writer presented the description of feedback gathering respondents, feedback gathering data, and
feedback gathering analysis.
a. Feedback Gathering Respondents
The feedback gathering data was gathered from open-closed questionnaire distributed to six respondents. The respondents contained three second grade of
English teachers in SMA Stella Duce 1 and three lecturers of English Education Study Program of Sanata Dharma University. The writer chose the second grade of
English teachers in SMA Stella Duce 1 since they were considered experienced in teaching English in the second grade of Senior High School, so their opinions were
really important for materials’ improvement. Moreover, the writer chose the English teachers of Sanata Dharma since they had experience in teaching speaking.
b. Feedback Gathering Data
The writer acquired the data about respondents’ opinion in the form of questionnaire. The data described the respondents and their opinions as the
following:
1 Respondents Descriptions
The respondents of feedback gathering were described as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 4.5: The Feedback Gathering Respondents’ Description
Educational Background Teaching Experiences
Respondents SMA S1 S2 S3 1 1-5
6-10 10
Teacher 1 9
9 Teacher 2
9 9
Teacher 3 9
9 Lecturer 4
9 9
Lecturer 5 9
9 Lecturer 6
9 9
2 Descriptive Data
Table 4.6: The Descriptive Data of Respondents’ Opinion
Central Tendencies No
Respondents’ Opinion
N Mean Median Mode
1. The designed materials are applicable for the second grade
students’ of language program. 6 3,7 4
4
2. The designed materials are relevant to the speaking skill.
6 4,2 4 4
3. The designed materials made meet
the objectives of the course. 6 3,8 4
4 4. The designed materials are
arranged systematically. 6 3,7 4
4 5. The designed materials can
develop students’ motivation in learning speaking.
6 4 4 4
6. The designed materials are arranged interestingly so that they
can draw students’ interest to learn English.
6 3,7 4 4
7. The designed materials provide the
tasks needed to develop Speaking skill.
6 4 4 4
8. The materials and exercises help the students to understand the
topics that are taught. 6 3,8 4
4
9. The designed materials are at the
level of the second grade of language program in Senior High
School. 6 3,7 4
4
10. The designed materials give much chance for the students to practice
speaking. 6 4 4
4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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3 Comments and CriticismsSuggestions
Evaluating these designed materials, some comments were given by the respondents. Those comments were presented as follows:
a The materials had been designed very creatively and interesting since
there were many authentic materials used. b
The topics were inspiring people to talk because they were related to life. c
The topics could develop students’ attention and willingness to speak up. d
The activities were designed for group work than individual based which
made them more interesting.
e The designed materials were applicable and met the learning objectives.
Besides giving comments toward the designed materials, the respondents also gave criticisms andor suggestions in order to enhance the design. Those
criticismssuggestions were presented as follows: Table 4.7: The CriticismsSuggestions Based on Feedback Gathering
Section CriticismsSuggestions
Topics
Change the title in unit 5 from “Back to Nature” to “Modernization”.
Materials
Give a list of vocabulary.
Make sure that the materials are suitable with the Competence-Based Curriculum and their
applications.
Make sure that the level of difficulty is appropriate for the students
Revise the arrangement of systematic steps in design
Layout and Pictures
Add more colorful pictures and improve the layout.
Change two pictures in Unit 1 that tend to describe violence with more appropriate pictures to
motivate the students to learn.
Language Instruction
There are some grammatical mistakes
Rewrite some language instructions since they are hard to understand
