4. Conducting Preliminary Test
The preliminary test involved distributing the questionnaire for the design evaluation to investigate the participants’ opinions and beliefs about the designed-
materials. In summary, the writer collected some information whether the materials were appropriate for the students. Therefore, the writer distributed the
design evaluation questionnaire to two lecturers of the English Language Education Study Program of Sanata Dharma University. Besides, the writer also
distributed the design evaluation questionnaire to the English teacher of SMA Negeri 11 Yogyakarta who dealt directly with the students.
Based on the result of the closed-ended questionnaire, the average point of the respondents’ agreement towards the materials ranged from 3.3-5. The average
point of agreement mean was 4.06. The average median was 4.23 and the average point of the mode was 4.37. Therefore, the result was interpreted that the
respondents gave positive feedback and opinion towards the designed-materials. It meant that the materials were acceptable with some minor revisions.
5. Main Product Revision
Kemp called this step doing an evaluation. The writer revised some parts of the designed-materials based on the data from the design evaluation
questionnaire, especially the open-ended one. The writer did minor revisions by
adding some language functions in the listening section, Let’s Find It Out, and
omitting the term ‘functional text’ in the syllabus since the writer did not apply any of that text.
The second question in the problem formulation was answered by presenting the final version of the designed-materials. The designed-materials
provided eight units which had been arranged based on the students’ needs and interests as well as the level of difficulty. Those eight units were Legend,
Unforgettable Experiences, Fables, Fairy Tales, Curious Customs, Imaginative Stories, and Series Stories.
Each of those units consisted of five parts, namely What do You Know about It?, Let’s Find It out, Tell Me More, Let’s Work on It, and Welcome to the
Show. Those five parts were specially selected to enhance the students’ language
proficiency and language elements. What Do You Know about It? enabled the
students to brainstorm their mind towards particular topic. Then, the students were
able to enhance their listening proficiency in ‘Let’s Find It Out’ part. At the same time, the students also enriched their grammar and language functions. Tell
Me More was the introduction of storytelling technique in which the students did
the simple storytelling individually or the more complicated one in groups. Furthermore, the students were also able to check out their understanding about
the stories inasmuch this session provided comprehensive questions. Additionally,
Let’s Work on It challenged to develop the students’ reading or writing abilities
or both of them. Ultimately, the students were able to explore their capabilities in
telling story in ‘Welcome to the show.’ At the same time, the students have
opportunity to develop their listening proficiency since the students were expected to respond to their friends’ stories in the form of tasks, such as giving feedback or
find out the moral lessons. Based on the description, the designed-materials were
already well arranged so that the students could explore their language proficiencies and develop their functional communication as well as their
informational communication.
B. SUGGESTIONS
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