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In obtaining the evaluation of the designed materials, the writer distributed the questionnaire to four English teachers and one English Language Education
lecturer of Sanata Dharma University. Since there were only two English teachers in SMK Pius X Magelang, the writer asked two competent English teachers from
other schools to give feedback. The implementation of the designed materials was conducted for four meetings in Unit 1 for two classes class XI Food Science and
XI Clothing Science departments on January 18, 2010, January 19, 2010, January 21, 2010 and January 25, 2010. The data obtained from the questionnaire were
presented as follows:
a. Descriptions of the Participants
The respondents of this step were five people who were considered as expert in giving feedback toward the designed materials. There were four English
teachers who participated in giving the feedback. They were the two English teachers of SMK Pius X and two English teachers from other school who had
qualified experience and knowledge in teaching. The last participant was one lecturer of English Language Education of Sanata Dharma University.
There were three sections of the questionnaire. The first section was the participants’ identity which consisted of name, sex, educational background, and
the teaching learning experiences. The second section described the teachers’ and lecturer’s opinions toward the designed materials. The last section was the
teachers’ and lecturer’s comments, opinions, suggestions or criticism toward the designed materials. The feedbacks were used for revising and improving the
materials.
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Table 11: The Description of Research Participants
Group of Participants
No Sex Educational Background
Teaching Experiences in years
F M S1 S2 S3
1-5 6-10 11-15 16-20
English teachers of SMK Pius X
Magelang 1.
√ √
√ 2.
√ √
√ 3.
√ √ √
4. √ √
√ English
Language Education
lecturer of Sanata Dharma
University 1.
√ √
√
Total
2 3
b. Data Presentation and Analysis
The questionnaires were distributed to the respondents in order to obtain the evaluation on the designed materials. The feedback of the questionnaires was
aimed to obtain the appropriateness of the materials for the eleventh grade students of SMK Pius X Magelang. The degree of agreements was presented in
table 12.
Table 12: Degrees of Agreement
Degree of agreement
Meaning
1 Strongly disagree with the statement
2 Disagree with the statement
3 Undecideddoubt 4
Agree with the statement 5
Strongly agree with the statement
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The evaluation data were presented in the following table:
Table 13: The Result of the Preliminary Field Testing Questionnaire
No Participant’s Opinion
on…. Frequency of the
Degree of Agreement Central Tendency
1 2 3 4 5 N
Mn
Mdn Md
1. The major goals of the
designed materials are well formulated.
1 4 5 3.8 4 4
2. The designed materials are
able to meet the goals and objectives stated in the
Curriculum at the School Level KTSP.
5 5 4 4 4
3. Generally, the contents of
the designed materials are well-elaborated.
5 5 4 4 4
4. The designed materials are
relevant to the students’ knowledge and skills level.
4 1 5 4.2 4 4
5. The level of difficulty of the
designed materials is appropriate with what
should be given to the students.
1 3 1 5 4 4 4
6. The tasks or activities in
each unit are relevant to the topic in each unit.
1 3 1 5 4 4 4
7. The tasks or activities in
each unit are well elaborated and can facilitate the
students to achieve the goals and objectives.
1 3 1 5 4 4 4
8. The instruction in each task
or activity in each unit is clear enough to be
understood by the students. 2 3 5
3.6 4 4
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No Participant’s Opinion
on…. Frequency of the Degree of Agreement
Central Tendency 1 2 3 4 5 N
Mn
Mdn Md
10. The tasks or activities given
can help the students to understand the lesson
taught. 4 1 5
4.2 4 4
11. Generally, the pictures provided can help the
students to understand the lesson more.
2 3 5 3.6 4 4
12. Generally, the designed materials will enable the
students to master English listening skill.
5 5 4 4 4
Note:
Here, the result of the descriptive statistics indicated that the degree of agreement on the evaluation of the designed materials was from 3.6 up to 4.2.
Thus, it could be concluded that the designed materials are acceptable and applicable to be taught in school. However, there were still some revisions as
suggested by the participants of Preliminary Field Testing. The participants also gave suggestions and criticism toward the designed materials. The participants’
comments or opinions based on the questionnaire were described as follows: 1.
Generally, the designed materials were interesting, easily applicable so that the materials could motivate the students to be more active, to improve their
listening skill, and to achieve the goals and the learning objectives. N
: Number of participants Mdn
: Median M
: Mean Md
: Mode
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2. The pictures in the materials were interesting and could attract the students’
attention and motivation in following the lesson. 3.
There were some parts that should be changed to improve the design
Here were the participants’ suggestions and criticism based on the questionnaires: 1.
It would be better if the new vocabulary items are put after the words appear in the tasks to help the students read them easily.
2. It would be better if there are more pictures in the materials especially in
brainstorming part. It would be more interesting and challenging for the students.
3. It would be better to pick some pictures that are more relevant or appropriate
with the topic given to help the students understand the lesson more. 4.
It would be better if the instructions are made clearer and simpler, and some examples could be provided if needed for some parts to help the students
understand the activities well.
5. Main Product Revision
In this step, the designed materials would be revised to improve the materials and to produce the better materials. After revising the designed materials, the
design would be presented and ready to be applied in school. The revisions themselves were based on the participants’ suggestions and criticism.
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1. Putting the new vocabulary items after the words appear in the tasks given
The new vocabularies for each unit would be put after the words appear instead of putting them in the Language Focus.
2. Adding some pictures for the brainstorming part
The pictures for brainstorming in Unit 3 would be added in order to help the students to identify the pictures and discuss the questions given in group.
3. Picking some pictures that are more relevant to the topic
Since the pictures in the designed were considered less relevant with the topics, some pictures would be added to help students understand the materials
easily. 4.
Revising the instructions to help the students understand the task easier Based on the questionnaire result, the instructions in each task would be made
simpler and clearer. Those for the games instructions, there would be some examples given in order to help the students understand the role of the game
easily. 5.
Changing the time allocation in the lesson plan Since the designed materials have been implemented in school, the time
allocation was not appropriate with those in the lesson plan. As a result, the time allocation in the lesson plan which was written 2 x 45 minutes for each unit would
be changed into 3 x 45 minutes.
