c. Pictures and picture stories
Many communication activities can be stimulated through the use of pictures e.g. memory test, and sequencing pictures to tell a story.
d. Discussions and decisions
These require learners to collect and share information to reach a decision e.g. to decide which items from a list are essential to have on a desert island.
5. Product Developing
In development of Preliminary Form of Product step, the materials were designed based on the results of Planning step. The topics in the designed
materials were taken from the School-Based Curriculum 2006 and the English syllabus of SMA Bopkri 2 Yogyakarta. Hence, the materials had the same topics as
which were in the syllabus. The teaching-learning activities were selected based on the topics and the subject contents of the designed materials. In designing the
materials, several English textbooks were used as the references in order to make a proper designed set of English materials. Some materials were adapted from the
English textbooks which have the same topics. The pictures in the designed materials were taken from the internet.
6. Evaluating
A materials evaluation was conducted in order to know whether the materials were interesting, appropriate, and suitable for the tenth grade students of SMA
Bopkri 2 Yogyakarta and met the goals, the general purposes, and the learning
objectives. Preliminary field testing was carried out to obtain the evaluation of the designed materials by distributing the questionnaire to four English teachers of
SMA Bopkri 2 Yogyakarta and one English Language Education lecture of Sanata
Dharma University. The data obtained from the questionnaire were presented as follows:
a. Description of the Participants
The evaluation of the designed materials was obtained by using questionnaire. It included three sections. The first section was the participants’’
identity name, sex, educational background, and the length of teaching English experiences. The second section described the teachers’ and lecture’s opinions
toward the designed materials the extent of degree of agreement toward the designed materials. The last section was the teachers’ and lecture’s comments,
opinions, suggestions or criticism toward the designed materials. The participants of evaluation toward the designed materials were four
English teachers of SMA Bopkri 2 Yogyakarta and one English Language Education lecture of Sanata Dharma University. The feedbacks, opinions,
comments, suggestions obtained from the Preliminary Field Testing were used as a basis for revising and improving the materials.
The descriptions of the participants were described as follows:
Table 4.5: The Description of the Research Participants
FM Educational
Background Teaching Experience year
Group of respondents
No F
M S1
S2 S3
1-5 6-10
11- 15
16- 20
20 1.
√ √
√ 2.
√ √
√ 3.
√ √
√ Eng. Teachers
4. √
√ √
Eng. Lecturer 1.
√ √
√
b. Data Presentation in the Form of Likert Scale
The data obtained from materials evaluation revealed the participants’ opinions. The judgment of the participants’ statements toward the designed
materials used five degree of agreement.
Table 3.2: Degree of Agreement
Point of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Undecided
4 Agree
5 Strongly Agree
The descriptive statistics of the participants’ opinions toward the designed materials were presented as follows:
Table 4.7: The List of Participant’s Evaluation
Degree of Agreement Central
Tendency NO
. STATEMENT
1 2 3 4 5 N
Mn
1. The designed materials
match the competence standards and the basic
competencies. 4
1 5 4.2
2. The design meets the
indicators. 4
1 5 4.2
3. The topics are well-
arranged and suitable to the teaching reading and
writing for the tenth grade students of Senior High
School. 4
1 5 4.2
4. The content of materials
is relevant to the theory of Task-Based Learning.
5 5
4
Continued to page 59
Continued from page 58
5. The pre-task sections
draw the students’ attention to the topics.
1 4 5
4.8 6.
The tasks presented in the Task Cycle are well-
elaborated and sufficiently varied to
facilitate the students to understand the topic being
discussed. 5
5 4
7. The discussion on
Language Focus in each unit has been presented
properly. 1
3 1 5
4
8. The tasks level of
difficulty that was based on Task-Based Learning
is appropriate with the students’ skill.
1 3
1 5 4
9. The materials help the
students to enhance their enjoyment and motivation
in reading and writing in English
1 3
1 5 4
10. The learning
activities help to develop the
students’ reading skill. 5
5 4
11. The instructions are understandable and useful
for both teacher and students.
1 3
1 5 3.8
12. In general, the materials are well elaborated.
5 5
4
Note: N: Number of participants
The result of the descriptive statistics indicated that the average degree of agreement on the evaluation of the materials was 4.2 from 3.8 to 4.8. From this
result, it could be concluded that the designed materials are well-designed and acceptable for the tenth students of SMA Bopkri 2 Yogyakarta. However, the
materials still needed to be revised and improved as suggested by the participants of Preliminary Field Testing.
The participants also gave comments, opinions, suggestions and criticism about the designed materials. The participants’ comments or opinions based on
the questionnaire were described as follows: 1.
Generally, the materials were well-designed, well-formulated, and well- elaborated.
2. The materials included the hottest issues; therefore they motivate the students
to learn. 3.
The designed materials were suitable with the tenth grade students of Senior High School.
The participants’ suggestions or criticism were described as follows: 1.
It would be better to provide the example of analysis before asking the students to do the tasks.
2. It would be better to provide tasks for the students to write step by step based
on the generic structure. 3.
It would be better to add the summary of the materials in the Language Focus.
7. Revising the Designed Materials
