teaching experience. In the second section, there were evaluation statements in relation to the designed materials to obtain the participants’ agreement,
disagreement, or doubt with the designed materials. The third section was to obtain the participants’ comments and suggestions on the designed materials.
The participants of this design verification were an English teacher of SMK N2 Depok Yogyakarta
, a practical teacher of XI grade students of industrial electronics Engineering, and two English lecturers with instructional design
experience. I distributed questionnaires to them, and then they gave the feedback both in written and oral forms.
The participants’ profiles are as follows:
Gender Participants
M F Age Education
Background Teaching
Experience
1. An English Teacher of
XI grade Students of the Industrial Electronics
Engineering F
S1 1 – 5 years
2. A Practical Teacher of XI
Grade Students of Industrial Electronics
Engineering M
45 S1
16 -20 years 3.
An English Lecturer Experienced in the
Instructional Design Subject.
M S2
20 years 4.
An English Lecturer Experienced in the
Instructional Design Subject.
F 32
S2 6 – 10 years
Table 4.5: Participants in Design Verification PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.3.1.1.2 Data Presentation and Analysis
The data taken from the design verification were classified into two types. The first was the presentation of the participants’ opinions on the designed
materials, and the second was the list of the participants’ comments and suggestions.
4.3.1.1.2.1 Participants’ Feedback and Suggestions for the Designed
Materials
I used five rating points of agreement in order to identify the participants’ opinions on the designed materials.
The point of agreement is illustrated as follows:
Points of Agreement Degree of Agreement
1 Strongly Disagree
SD 2 Disagree
D 3 Undecided
U 4 Agree
A 5
Strongly Agree SA Table 4.6: Points of Agreement Used in the Questionnaires of Design Verification
Considering the number of the participants in design verification was four people, it was not necessary to use the statistical data to get the result of the design
evaluation. Based on the questionnaires that were distributed to four participants, it
can be concluded that the designed materials are relevant, appropriate, and good for XI Grade students of industrial electronics engineering. However, it is still
necessary to revise them based on the participants’ input, feedback, comments, and suggestions on the designed materials. The participants’ feedbacks and
suggestions are as follows:
4.3.1.1.2.1.1 The Syllabus
Some participants suggested writing each unit in the syllabus so that the materials are clearly divided in each unit. Since the competence standard is only
one, they suggested writing it above the column. They also gave some corrections to the grammar and diction in the syllabus.
4.3.1.1.2.1.2 The Topics
A participant found that there were some topics which were not related to industrial electronics matter, those were Unit 2 Describing People and Objects,
Unit 4 Taking a Note of Messages, Unit 5 Message of Invitation, Unit 6 Asking and Giving Suggestions, Unit 7 Complaints and Apologies, Unit 8
Finding the Right Job, and Unit 9 About Myself. He suggested that all the topics should be about the learners’ subject matter: industrial electronics matter.
4.3.1.1.2.1.3 The Grammar Focus
A participant suggested adding the grammar pattern in unit 3 to make it clearer and easier to understand by learners. The grammar focus is explaining
Passive Sentences, but there was no negative pattern of Passive Sentences.
4.3.1.1.2.1.4 The Language Elements
A participant suggested separating the language elements grammar focus, vocabulary, and pronunciation from the main skills into two parts: part 1 for the
integrated skills, and part 2 for the language elements so that there will be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
consistent arrangement of the designed materials. This also aimed to avoid the confusion of the reader.
4.3.1.1.2.1.5 The Task Instructions
Two participants suggested making the instructions clearer in each task. They found that the instructions in some tasks were not really clear and it caused
confusion for the readerslearners for they would not know what to do with the tasks.
4.3.1.1.2.1.6 The Presentation of the Materials Lay Out
Two participants suggested changing the distracting colour on the printed materials. They found that it was too sharp for eyes so that it caused fatigue for
the eyes. It also distracted the essence of the writing itself because it could hardly be read.
4.3.1.2 The Results in Analysing the Data
After getting the feedback and suggestions from the participants, I analyzed the date. I found that the designed materials needed to be improved in
some parts. These are: The syllabus, the grammar focus, the placements of language elements, the task instructions, and the presentation of materials lay
out. So then, I revised them.
4.3.2 Revising the Design
After getting the participants’ feedback and suggestions on the designed materials, I revised the designed materials based on the participants’ feedback and
suggestions in order to improve the designed materials. The items for the revisions were taken from the participants’ feedback and suggestions as follows:
4.3.2.1 The Syllabus
As some participants had suggested, I revised the design. I wrote each unit unit 1 – 8 in the syllabus so that the division of the materials in each unit is
clear. I also wrote the competence standard above the table because there was only one standard competence used for the whole seven basic competences. I also
made some grammar and diction revisions in the syllabus.
4.3.2.2 The Topics
A participant suggested changing some topics which were not relevant to industrial electronics matter. But, I did not make any revision on the topics
because in my opinion, the topics should not totally focused on industrial electronics matter, there should be other topics, for example: social life. This
aimed to avoid students’ fatigue if they are forced to study only materials dealing with industrial electronics matter.
There are some topics which are not related to industrial electronics matters general topics which are mentioned above, but it does not mean that all
the materials in those general topics totally contain general knowledge. Some of them contain both general and specific knowledge. For example: Unit 2
Describing People and Objects contains both general knowledge and specific one. The general knowledge is describing people, and the specific one is
describing objects in which the objects described are industrial electronics tools; Unit 5 Message of Invitation contains both general and specific knowledge. The
speaking activity in unit 5 is mentioning some industrial electronics tools. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
