68 sources to develop the designed materials were students’ textbook and module
such as Speed Up English 4 and Manttap. Those two books were used to base the development of the teaching and learning activities of the designed materials.
In supporting the teaching and learning activities, the researcher provided teaching and learning media. The teacher could later use the teaching and learning
media to implement the designed materials in class. In the teacher’s manual book, the researcher provided the photocopiable of the teaching and learning media.
Each unit of the designed materials was completed with the teaching and learning media. The researcher created and modified the teaching and learning media to
ease and support both the teacher and students in implementing and learning the designed materials.
6. Evaluating the Designed Materials
The last step of this research was evaluating the designed materials to obtain the final version of the designed materials. In evaluating the designed
materials, the researcher distributed the evaluation questionnaire to the evaluators. The evaluation questionnaire aimed to gain comments and suggestions on the
designed materials from the evaluators. Later, the evaluators’ comments and suggestions were considered to revise the designed materials. The results of the
evaluation questionnaire, the evaluators’ comments and suggestions were discussed as follows.
a. The Discussion of the Results of the Post-design Research
Evaluating the designed materials aimed to find out whether the designed
69 materials were good and acceptable or not. Moreover, the evaluators’ comments
and suggestions on the designed materials would be used to conduct some revisions and improvements to make up the final version of the designed
materials. Evaluating the designed materials step was started by distributing the evaluation questionnaire to the evaluators. The evaluators were two English
teachers of SD Negeri Turi 1 and one ELESP lecturer of Sanata Dharma University Yogyakarta. The researcher decided to choose them to be the
evaluators because they had experiences and competences in teaching English especially for young learners. The evaluators’ education bakground and teaching
experiences could be seen in Table 4.5.
Table 4.5 The Description of the Evaluators’ Background
Respondents Sex Educational
Background Teaching
Experiences in years
Male Female S1 S2 1-10 11-20
English teacher 1
1 2
2 English
lecturer 1 1 1
It could be seen from Table 4.5 that the respondents of the evaluation questionnaire were one male and two female evaluators. The two of them were S1
graduates and the other was S2 graduate. Their teaching experiences ranged from 2 up to 17 years.
After processing the data of the respondents’ background, the researcher then presenting and discussing the results of the evaluation questionnaire. The
evaluation questionnaire consisted of two parts. In the first part, the respondents were asked to gave their opinions on the designed materials by choosing one of
