Final Product Revision The Development Process of the Material
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the system will automatically completed the exercises with scoring system. So when the students have finished working on one exercise and they hit submit
button, score that they get will be displayed. By using this, it eased the teachers’
work also in scoring the students exercises. Hot Potatoes itself haven’t provided a feature in which the students could record their scores for future documentation,
the score documentation system could be managed through manually record the score or save the score through capturing it using screenshot tool.
What became the problem in the learning material was that the scoring system was not a hundred percent work well. The error scoring system was found
in Warming Up section for the exercise for Describing Things. Ideally, the system will show the score for any correct numbers but for that exercise, the score always
showed as zero percent. To solve this problem, the writer rechecked the Hot Potatoes file for this exercise and revise it. Testing has been done after the
revision to make sure that the error scoring system will not show anymore. The comparison of the revised scoring system was presented in the following figures.
Figure 4.1 The Error Scoring System
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Figure 4.2 The Revised Version
c Revising the Navigation
Based on the questionnaire results for the experts’ judgments, the navigation was not a hundred percent user friendly. There should be a clear navigation so that
it will not lead confusion to the students. To solve this problem, the writer double checked the design and ensured that the link was linked to the correct targeted
page. Moreover, the writer also checked the flow of the system, re-analyzed it and revised if there was any redundant flow or any flow that could create error.
The revision also covered the revision of the video link which could not be opened. The writer looked for the problem that caused the video could not be
opened. Several testing using several devices had been done and the result of final testing would determine whether the video was ready to be presented in the
material or not. d
Revising the Lay-out The main concern to revise the layout was in the map display. Based on the
questionnaire result from the experts’ judgment, it would be better to create the
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map besides taking the map somewhere. Thus, the arrangement of the material sections should be in a chronological order. It was aimed to lead zero confusion
for the students. Moreover, another revision was in the picture background for each exercise. A careful selection of the background picture was totally needed in
order to make the exercise itself the center of attraction not the background picture. Thus, a theme related background picture would be the best choice so that
the exercise would be a perfect whole package that could increase the students’
interest in learning using the computer assisted learning material. The selection of background picture was applied also for the selection of the
web page theme. The current web page theme was irrelevant with the theme of the learning material. It would be better to change it with the simple and relevant one.
The theme was considered crucial one since it was the first page the students saw when they opened the computer assisted learning material. Impressing them with
something nice and interesting will definitely boost their interest and curiosity in learning using the learning material. Below were the samples of the old version of
the lay out compared with the edited version.
Figure 4.3. Old Version Lay Out
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Figure 4.4. Revised Version Lay Out
2 Users’ Feedbacks
The material designed was distributed to the students on May 22, 2015. It was distributed to class 7 E, where the questionnaire for the preliminary data was
distributed. The class was held in computer lab containing 40 computers. Unfortunately, there were not enough computers for one student to operate one
computer. As a result, some students have to share the computer. They work on the learning material and wrote down the score gained in the provided sheets. The
number of respondents for the testing phase was twenty four students, which mean a bit different with the number of respondents for the preliminary data
survey that counted twenty six students. The students have sixty minutes to work on the selected material and ten minutes to work on the questionnaire.
In the testing phase, there was a plan changing after consulting the English teacher. The teacher suggested to give the students specific task to learn on
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particular topic in the learning material and assign them some worksheets to do. It was aimed to give the students the same amount of tasks instead of giving them
the random tasks that would lead to confusion and inefficient time. Based on the discussion result with the teacher, the students had to learn the procedural topic
and work on the first two topics of reading skills completed with the exercises.
3 Questionnaire Results
After testing the learning material to the students, the writer distributed questionnaire to find out
the students’ opinion, feedback and suggestions towards the learning material. The questionnaire consisted of close ended questions and
open-ended questions which aimed to gain their opinions and feedbacks. The presentation of the questionnaire results were as follows.
Table 4.14. The Results of Post Design Survey
No Statement
SD D
U A
SA NO NO
NO NO
NO 1
I understand the learning goals.
12 50
12 50
2 I easily find
specific information in the
text. 4
16.7 9 37.5 11
45.8
3 I understand the
idea of the text in the provided
exercises. 3
12.5 13 54.2 8
33.3
4 I easily find topic
sentence in each text.
6 25
9 37.5 9
37.5 5
I easily find the whole picture of
the text. 1
4.2 13
54.2 10 41.7
6 I understand the
text because I know the topic.
9 37.5 7
29.2 8 33.3
7 List of vocabulary
in the learning 4
16.7 11 45.8 9
37.5
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material helps me understanding the
text. 8
In the learning material, there are
exercises that could help me applying
the vocabularies in context.
1 4.2 3
12.5 7 29.2 13
54.2
9 I understand the
instruction of each exercise.
3 12.5 10
41.7 11 45.8
10 Computer assisted
reading class is fun. 1
4.2 3
12.5 20 83.3
11 I understand the
text easily. 4
16.7 13 54.2 7
29.2 12
The length of the text in the learning
material fits my reading ability.
6 25
10 41.7 8
33.3
13 The level of
difficulty of the text fits my reading
ability. 7
29.2 9 37.5 8
33.3
14 I operate the
learning material easily.
1 4.2
11 45.8 12
50 15
Illustrations in the learning material
are interesting. 9
37.5 15 62.5
16 The overall look of
the material is interesting.
1 4.2
10 41.7 13
54.2 17
The layout is interesting.
1 4.2
13 54.2 10
41.7 18
The choice of font and background is
interesting. 2
8.4 11
45.8 11 45.8
19 I understand the
text in the learning material.
4 16.7 9
37.5 11 45.8
20 Learning material
are easy to operate. 4
16.7 8 33.3 12
50 21
I could easily move from one learning
material to another. 1
4.2 2 8.4
7 29.2 14
58.3 22
The feedback allows me to check
whether my answer is correct or wrong.
4 16.7 6
25 14
58.3
23 I could do the
4 16.7 9
37.5 11 45.8
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exercises in the learning material.
24 The learning
material enable me to do it based on
my will. 3
12.5 11 45.8 10
41.7
Note: SD: Strongly Disagree
D: Disagree U: Uncertain
A: Agree SA: Strongly Agree
NO: Number of Occurrence
From the table above, we could draw conclusion that only half of the students knew what they were going to do in the class using the help of the
computer-assisted learning material. The surprising results came from the number of students which reaching 11 students 45.8, stating that they were strongly
agree that they could find specific information from the text. Nine students 37.5 stated that they were agree while the rest four students 16.7 answered
that they were uncertain whether they could find the specific information from the text or not. Thirteen students 54.2 agreed upon a statement that they
understood the main idea of the text, while eight students 33.3 gave their strongly agree response toward the statement and three students 12.5 said they
were uncertain with the statement. A statement stating that they could easily find the topic sentence of each text was being agreed by nine students 37.5, nine
other students 37.5 said that they strongly agreed, and the rest six students
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25 said they were uncertain with the statement. Finding out the whole picture of the text is important for readers for it could help them understanding what they
are reading to the fullest. When the students were asked if they could easily find it or not, thirteen students 54.2 agreed that they could easily find, ten students
41.7 said that they strongly agreed to the statement and one student 4.2 was uncertain with the statement. Nine students 37.5 were uncertain when
they responded the statement stating that they understand the text because they know the topic, while eight students 33.3 strongly agreed to the statement, and
seven students 29.2 agreed the statement. It could be concluded that the students didn’t have adequate background knowledge of the text being read. If
they have background knowledge of a certain topic, they would be familiar with the terms or vocabulary of the text.
In learning reading, a strong basic of vocabulary would really help the students in understanding the text. Thus, to accommodate the needs of improving
learners’ vocabulary mastery and helping them understanding the text, a kind of vocabulary list is strongly needed. The students were asked if the list of
vocabulary in the learning material helped them in understanding the text and the responses varied. Eleven students 45.8 agreed that having the list of
vocabulary helped them understanding the text, nine students 37.5 said strongly agree and the rest four students 16.7 were uncertain with the
statement. Based on the result, it could be concluded that more than half number of the respondents found out that the vocabulary list in the exercises helped them
in understanding the text they read.
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The best way to learn vocabulary is to learn how to use it in the context appropriately. The students need to apply it in the context correctly. One of the
ways to learn how to do it is through working on exercises. The next statement was finding out students’ opinion towards exercises of applying vocabulary in the
context through exercises. Thirteen students 54.2 strongly agreed that the exercises in the learning material helped them in applying the vocabulary in the
correct context; seven students 29.2 said that they agreed toward the statement, three students 12.5 were uncertain, while one student 4.2 was
disagree the statement. A conclusion could be drawn that twenty students which means more than half number of respondents experienced the benefits of having
exercises in the learning material that helped them applying the vocabulary in the right context.
One of the important points in designing learning material is to make sure that the instruction is understandable. It should be clear and precise to avoid
ambiguity that could lead to confusion in the students’ side. A statement “I could understand the instruction of each exercise” got various responses. Eleven
students 45.8 strongly agreed, ten students 41.7 agreed, and three students 12.5 said they were uncertain toward the statement. Twenty one out of twenty
four students could understand the instruction of each exercise mean that the instruction was understandable for them.
The next statement tried to find out whether the students feel the fun of learning using computer-assisted learning material in their reading class. Twenty
students 83.3 strongly agreed that computer-assisted reading class is fun; three students 12.5 agreed the statement, while one student 4.2 was uncertain
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with the statement. It is obvious that most of the students in the class found out that learning through the help of computer-assisted learning material in their
readin g class was totally fun. “I could understand the text easily” was the next
statement in the questionnaire. Thirteen students 54.2 agreed the statement, seven students 29.2 strongly agreed, while four students 16.7 were
uncertain with the statement. It could be concluded that most of the students could easily understand the text given in the learning material.
To encourage students’ motivation and willingness in reading class, according to the teacher, the length of the reading text becomes one of the
considerations in selecting the text after the level of difficulty of the text. Ideally, the length of the text is the medium one, which means not that short or long. To
check whether the learning material met the requirement of having medium length of
reading text, a statement stating “The length of the text in the learning material fits my reading ability” was proposed to gain students’ responses. Ten students
41.7 agreed, eight students 33.3 strongly agreed, while six students 25 were uncertain with the statement. In conclusion, eighteen students which mean
three quarter of the total number of respondents found out that the length of the text is not too long for them to understand the whole text.
As what has been stated before, that in selecting the reading text for the students, level of the text difficulty needs to be taken into account. The next
statement was aimed to check if the level difficulty of the text fits the students’ ability. Nine students 37.5 agreed that the level of text difficulty fits their
reading ability, eight students 33.3 strongly agreed, while seven students 29.2 were uncertain with the statement. From the students’ responses, it could
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be concluded that seventeen students which is more than half of the total respondents found out that the level of text difficulty was still on their range.
A user friendly computer-assisted learning material is definitely needed when the teacher intends to bring it on the classroom. If the user is able to use it
without any difficulty, it means that the material met the requirements of a user friendly computer-assisted learning material. To check if the students could
operate the learning material easily, a statement “I operate the learning material
easily” was proposed to obtain students’ responses. Twelve students 50 strongly agreed, eleven students 45.8 agreed, while the rest one student 4.2
was uncertain with the statement. A conclusion could be drawn from the results, most of the students could operate the learning material easily and it means that
the material is user friendly. Illustrations in the material are aimed to make the material interesting but
the main goal is to attract the students’ attention to check on it and finally work on it. However, it is still needed to dig out if the students find that the illustrations are
interesting for them through a statement. Fifteen students 62.5 strongly agreed while nine students 37.5
agreed the statement that illustrations in the learning material are interesting. Most of the students found out that the illustrations got
their interest and it was interesting for them. The main power in attracting the students’ attention towards the learning
material is actually the overall design and look. If it is interesting in the first time, it already wins the students’ curiosity in finding out what is actually about. The
next statement, stating “The overall look of the material is interesting” was aimed to gain the students’ responses towards the overall look of the material. Thirteen
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students 54.2 strongly agreed the statement; ten students 41.7 agreed the statement, while one student 4.2 was uncertain. The conclusion is obviously
seen that most of the students found out that the overall look of the learning material is interesting.
To present a good looking learning material, providing an interesting lay out is the number one consideration. A good layout will help learners to understand
the whole content of the learning material easily. To check if the learning material having interesting lay out, a statement stating “The layout is interesting” was
proposed. Thirteen students 54.2 agreed the statement; ten students 41.7 strongly agreed the statement, while one student 4.2 was uncertain. If more
than half of the respondents agreed or strongly agreed the statement, it could be concluded that the layout of the learning material is interesting.
Another point that could attract students’ attention is the selection of font and background color. The font is ideally not the formal one to avoid boredom
and the background color is ideally the one that could create a nice impression at the first sight without being dominant in the overall design. “The choice of font
and background is interesting” is the next statement proposed to find out the students’ responses toward the selection of font and background color. Eleven
students 45.8 strongly agreed the statement; eleven students 45.8 agreed the statement, while two students 8.4 were uncertain with the statement. The
conclusion is clear that more than half of the respondents agreed that the selection of font and background color is interesting.
The next statement stating “I understand the text in the learning material” was proposed. Eleven students 45.8 strongly agreed the statement; nine
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students 37.5 agreed the statement, while four students 16.7 were uncertain with the statement. To conclude, most of the students could understand the text
given in the learning material. The questionnaire is about to find out whether the students could easily operate the learning material or not through a statement
stating “Learning material are easy to operate”. Twelve students 50 strongly agreed the statement, 8 students 33.3 agreed the statement, while four students
16.7 were uncertain with the statement. Computer-assisted learning material is not merely designed to move the
book in a computer look design. It should be a fluid one which gives the students flexibility in learning and working on the exercises provided. The next statement
stating “I could easily move from one learning material to another” was aimed to find out the fluidity and flexibility of the material
from the students’ perspective. Fourteen students 18.3 strongly agreed the statement; seven students 29.2
agreed the statement, two students 8.4 were uncertain with the statement, while one student 4.2 disagreed the statement. It could be seen that twenty one
students or more than half of the total respondents found out that the learning material are flexible.
In CALL, feedback is one of the important things that could support the students’ learning progress. A feedback will help the students much in improving
their mastery toward certain subject. The next statement stating “The feedback allows me to check whether my answer is correct or wrong” was aimed to check
on benefit of feedback for the students. Fourteen students 58.3 strongly agreed the statement; six students 25 agreed the statement, while four students
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16.7 were uncertain with the statement. It could be concluded that most of the students agreed that the feedback helped them in checking their answer.
The statement “I could do the exercises in the learning material” was proposed to check the difficulty level of the whole exercises in the learning
material. Eleven students 45.8 strongly agreed the statement; nine students 37.5 agreed the statement, while four students 16.7 were uncertain with the
statement. From the result, it could be concluded that twenty students which is more than half of the total respondents could do the exercises in the learning
material then the difficulty level of the exercises in the learning material was considered adequate.
The last statement stating “The learning material enable me to do it based on my will” was aimed to double check the fluidity and flexibility of the learning
material from the students’ perspective. Eleven students 45.8 agreed the
statement, ten students 41.7 strongly agreed the statement, and three students 12.5 were uncertain with the statement. The conclusion that could be drawn
from the statement is more than half of the respondents agreed that the learning material are flexible enough.
The second part of the post design questionnaire distributed to the students was in the form of close ended questions. In this part, the students were given four
questions containing four options. They were asked to rank from one to four towards the options provided. Each rank brings value which then multiplies by the
number of occurrence. Rank number one equals with four and rank two equals with three. Moreover, rank three and four each have value which equals with two
and one. The total number which was gained from summing up all values will
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determine which kind of items were liked the most according to the total number gained. The questionnaire results were presented in the following table.
Table 4.15. Post Design Questionnaire Result: Close Ended Questions
Questions Options
Rank Tot
al 1
2 3
4 NO
V NO
V NO
V NO V
Kinds of exercises
that fit me best are:
Multiple Choice 14
56 5
15 3
6 2
2 79
Matching 5
20 7
21 10
20 2
2 63
Crossword 3
12 7
21 7
14 7
7 54
Close Test 2
8 5
15 4
8 13
13 44
The interesting
things from the
computer- assisted
learning material
are: Illustration
11 44
10 30
2 4
1 1
79 Flexibility to
work on the exercises
10 40
1 3
6 12
7 7
62
Choice of color 3
12 9
27 6
12 6
6 57
Layout 12
4 12
10 20
10 10
42 The major
obstacles in working on
the computer-
assisted learning
material Understanding
the reading text 9
36 8
24 5
10 2
2 72
The lack of time in using the
computer 9
36 3
9 6
12 6
6 63
Understanding the instructions
4 16
7 21
9 18
4 4
59 The lack of
computer 2
8 6
18 4
8 12
12 46
The ideal time for
students to access the
computer in 35 -70 minutes
6 24
6 18
11 22
1 1
65 Anytime
10 40
4 12
10 10
62 70
– 105 2
8 9
27 11
22 2
2 59
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computer lab are:
minutes 35 minutes
6 24
5 15
2 4
11 11
54
Note: NO: Number of Occurrence
V: Value
The first question was what kind of exercises the students like the most. According to the table, the students chose multiple choices in the first place,
matching in the second place, crossword in the third place, and close test in the last place. From the rank of exercises chosen by the students, it could be
concluded that multiple choice might be selected as the most liked exercise for its easiness while close test was placed in the last rank for its higher level of
difficulty compared to multiple choices. The second question asked the interesting things from the computer-assisted learning material according to the students. The
students chose illustration in the first place, flexibility on working on the exercises and the choice of color in the second and third place, and layout in the last place.
The third question asked about the major obstacles the students found in working on the computer-assisted learning material. In the first place, the students
chose the obstacle in understanding the reading text. While in the second place, the students found answered lack of time in using the computer. In the next place,
the students chose the obstacle in understanding the instruction. Moreover, the students chose the lack of computers in the last place. It could be concluded that
the biggest obstacle the students found in working on the computer-assisted
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learning material were the difficulty in understanding the text which means more time is needed in order to help them understanding the reading text through
various kind of reading exercises. The last question asked the ideal time for students to access the computer in computer laboratory. The students chose to be
able to access the computer for 35-70 minutes in the first place, which meant more than one meeting hour two meeting hours for maximum was enough for them to
learn any kind of subject with the help of computer. For the second place, the students chose to be able to access the computer anytime. In the third place, the
students wanted to be able to access the computer for 70-105 minutes, while in the last place; they chose to be able to access the computer for 35 minutes.
The third part of the questionnaire was in the form of open-ended questions. The students were given two questions in which they could freely give their
answers. Opinions towards the learning material and feedbacks for the development of the learning material were gained from this part of the
questionnaire. The details answers were presented in Appendix 19. Based on Appendix 19, we could draw conclusions that according to the
students, the learning material were interesting and fun. It could help them in understanding the English text and the whole lesson. Some also said that the
learning material is quite easy and challenging. It could boost up their mood in learning because it is completed with illustrations and various exercises. Boredom
was also far from their learning circumstances when they were learning using the computer-assisted learning material. Moreover, there were also some feedbacks
from the students which were so beneficial for the improvement of the learning material in the future. First, it would be better to enlarge the font size so that it
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could be more readable for the students. Second, the selection of reading text should get more attention so the level of difficulties of the reading text varied. By
doing so, it is hoped that it could help students to understand the reading text better. Third, adding sound in the map would be a good feature that could attract
the students’ attention more. Fourth, it would be better to match the background selection with the theme being discussed in the learning material. Fifth, the typing
should be double check to avoid any mistyping. Sixth, the computer availability should be added so that one student could work on one computer to give them
more chances to explore the learning material. Seventh, the time allocation to work on the learning material should be added.