104 Table 4.10 Continued
The Strengths The Weaknesses
writing materials since its development were based on the needs analysis.
2. The designed materials provided integrated
reading and writing activities to promote reading and writing habits in the future.
3. The designed materials contained
cooperative activities which enable students to foster their social skills by
learning from each other’s characters, constructive feedback toward mistake or
errors, and tolerance. 4.
The designed materials provided reflection sheet for the students to reflect the
activities had done together as a big team. some sections.
2. The designed materials
were lack of pictures or graphs which might help
students for understanding the texts.
3. The designed materials
had not yet involved various cooperative
activities.
From the results of the expert validation, it could be concluded that the designed materials were applicable and appropriate to be used by the tenth grade
students of SMA Pangudi Luhur St. Louis IX Sedayu Bantul. Nevertheless, the writer needed to revise the designed materials as suggested by the evaluators.
b. Learners’ Evaluation
The students’ evaluation was conducted by trying out the designed materials in order to get feedback and suggestions from the tenth grade students of
SMA Pangudi Luhur St. Louis IX Sedayu Bantul. Since the writer was given
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105
limited time to try out the designed materials, there were only three units which tried-out from eight units, namely, “Love, Live, Wisdom”, “I Know, U Know, We
Know, and “Scrap and Scratch”. After having tried out each unit, the writer interviewed twenty students to obtain feedback and comments on the tried-out
materials. The results of the materials try-out were presented in Table 4.11.
Table 4.11 Results of Students’ Evaluation No.
Aspects Responses
1. Topics
Ø In general, the respondents agreed that the topics
such as “Love, Live, Wisdom”, “I Know, U Know, We Know, and “Scrap and Scratch” were
interesting and challenging. Those were simple but factual topics.
Ø The topic “Love, Life, Wisdom” was interesting since there was arranging a jumbled story and group
competition to retell Indonesian folklores. Ø The topic “I Know U Know We Know” was
challenging for the students because they had to elaborate steps in making foods in the groups
competition.
Ø The topic “Scrap and Scratch” was impressive for the students due to its factual in our earth
environment. The pictures were enough representing the emergency situation to solve together.
Table 4.11 Results of Students’ Evaluation No.
Aspects Responses
2. Learning
Activities Ø The learning activities such as pairs or groups
competition were able to motivate students to do the best together with their partners.
Ø The peer-revising in English drafting was difficult for students since there were students’ lacks of grammars
and vocabulary proficiencies.
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106 Table 4.11 Continued
Aspects Responses
Ø The cooperative activities contributed values to the students such as problem-solving, tolerance in
discussions, respect, reflection and trust.
Reading Texts Ø The reading texts were simple and interesting. The texts
in the topic “Scrap and Scratch” were familiar to the students since they learned the same topic in Biology
and Chemist classes.
Ø The glossary provided by the writer was helpful for the students in reading comprehension.
Writing Steps Ø
The steps in writing were clear and understandable for the students.
Ø The guidelines provided by the writer were helpful for students in each writing stage.
Layout Ø The layout of the designed materials was enough
interesting, especially the earth pictures in “Scrap and Scratch”. However, the writer needed to add more
pictures or graphs in order the designed materials not to be boring.
Integrated reading and
writing Ø The reading and writing materials were well-integrated
and simple to follow since the students write as they read, so forth.
Materials as a whole
Ø The designed materials were interesting, challenging, and easy to learn.
The respondents’ opinion of the students’ evaluation could be illustrated in Table 4.12 Results of the Students’ Evaluation in Percentages.
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107 Table 4.12 Results of the Students’ Evaluation in Percentages
No. Questions
Responses Percentages
1. Are the topics interesting and challenging to
learn? a.
Yes b.
No 90
10
2. Are the learning activities interesting and
challenging? a.
Yes b.
No 80
20
3. Are the reading texts easy to understand?
a. Yes
b. No
75 25
4. Are the writing steps clear and understandable?
a. Yes
b. No
75 25
5. Are the cooperative activities meaningful and
contributing values? a.
Yes b.
No 100
6. Is the layout of the designed materials
interesting? a.
Yes b.
No 60
40 7.
Are the materials as a whole interesting and challenging?
a. Yes
b. No
75 25
In summary, the students liked the designed materials since the topics were familiar and the learning activities were developed as simple as it possible.
The students were interested in group competition since it motivated them to achieve the best as a group. They also liked working in a group since it helped
them comprehend the materials better. Furthermore, the students gave suggestions and comments on the designed materials. The comments and suggestions were as
follows: 1
The writer should add more pictures in order the designed materials fun and colorful to learn.
2 The writer should give extra time in writing activities since they had the
obstacles in translating the first draft in Bahasa Indonesia into English drafting.
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108 10.
Revising the Designed Materials
In this step, the writer revised the designed materials based on the results of the expert validation and students’ evaluation. The revision was to improve the
designed materials. The revision included the following aspects. a.
The Topics There was no changing in the selection and the arrangement of the topic. The
topics were familiar enough for the tenth grade students. b.
The Reading Texts The writer added glossary to some texts in order easier to the students in
reading comprehension. c.
The Writing Steps The writer added more guidelines for the stages of writing in “Cheapy-
Speedy-Friendly”. d.
The Learning Activities The writer added some cooperative activity models which enable the students
to learn about social skills. As suggested by some evaluators, the writer developed more learning activities which contained cooperative activities to
provide students the social skills. The writer also re-arranged the instructions into clear and precise instructions so that the students would easy to
understand. e.
The Layout
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Based on the suggestions given by the evaluators, the writer added more pictures and graphs to the designed materials. By doing so, it was expected
that the designed materials would be more interesting to students. f.
Other Revision The writer rewrote the learning indicators in order that the learning indicators
could reflect the product of learning.
B. Presentation of the Designed Materials
