Stage 8: Revising the Materials
The last step of this research was revising the designed materials. The revision was based on the feedback given by the five respondents. This step was important to
do in order to make the designed materials most facilitate the students to achieve the goals of English lesson. After finishing the revision, the final version of writing
instructional materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta could be well presented.
B. The Findings of the Designed Materials Evaluation
In order to gain evaluation on the designed materials, the researcher administered a survey. To do this, the researcher distributed the designed materials
and a questionnaire to the respondents on 24
th
February 2009 and collected them on 7
th
March 2009. The descriptions of the respondents and data presentation are discussed below.
1. Description of the Respondents of the Post-Design Survey
There were five respondents in the survey research. There were three English teachers of SMKN 2 Depok Sleman Yogyakarta and two lecturers of English
Education Study Program of Sanata Dharma University. The data of the respondents was displayed in table 4.3.
Table 4.3. The Description of the Respondents
2. Data Presentation
The data presentation elaborated two parts, namely descriptive statistics of the respondents’ opinions on the designed materials and the respondents’ suggestions on
the designed materials.
a Descriptive Statistics of the Respondents’ Opinions on the Designed Materials
The descriptive statistics presented the results of the researcher’s calculation on the data from the evaluation questionnaire using the central tendency
measurement. The results were used to revise the designed materials. The descriptive statistics of the respondents’ opinion on the designed materials were presented in
table 4.4.
Table 4.4. The result of Designed Materials Evaluations No
Respondents’ Opinions Frequency of the Points
of Agreement N
Central Tendency
1 2 3 4 5 Mn
1. The topics are well selected and arranged.
3 2 5 4.4
2. The learning outcomes are
well formulated. 4 1 5
4.2
Group of respondents
Sex Educational Background
Teaching Experience in years
F M D3 S1 S2 S3 1-5 6-10 11-15 16
English teachers 2
1 2 1 1 2
English lecturers 2
2 2
3. The learning outcome indicators are able to
support the attainment of learning outcomes.
5 5 4
4. The materials are counterpart with the goals
and objectives. 5 5
4 5. The materials are
interesting, suitable, and relevant for the eleventh
grade students 5 5
4 6.
The exercises can facilitate the learners to understand
the topic being discussed. 5 5
4 7. The materials help the
students to enhance their enjoyment and motivation
in writing English. 3 2 5
4.4 8.
The discussion of each unit has been presented
properly. 4 1 5
4.2 9.
The learning activities help the students to develop
their writing skill. 1 3 1 5
4 10. The use of journal writing
is well developed. 4 1 5
4.2 11. The instructions are clear
enough for the students. 1 3 1 5
4 12. In general, the materials
are well elaborated. 4 1 5
4.2
Grand mean 4.13
b Respondents’ Opinion on the Designed Materials
The researcher provided some spaces for respondents to give their opinions, comments, and suggestions toward the designed materials. There were some opinions
given by the respondents in terms of strengths and weaknesses. According to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
respondents, the designed materials had some strength. They said that the topics were interesting, actual, and relevant to the students. The respondents also found some
good points from the presentation of the materials, such as the colorful pictures and texts, meaningful pictures, various activities, and interesting and creative design of
the layout. Moreover, the designed materials presented very clear grammar focus and provided integrated learning. The materials were not only useful for developing
writing, but also for reading and speaking. However, the materials had some weaknesses. Some pages were too crowded
and contained too many types of fonts. They could distract the students’ concentration and attention. Some grammars were too easy for grade XI. There were
also some minor grammatical mistakes and misspelling words. There were also some reading texts that were considered too long for the students to read in quite short time
provided in the syllabus. Some respondents commented that there were not guiding questions in “My Journal”.
In general, the overall materials were well-developed and were able to encourage the students to express their ideas and thoughts through response journal
writing. The materials were also well-selected and provided integrated skills, and could enhance the students’ writing ability. However, the researcher still needed to
improve the designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c Respondents’ Suggestions on the Designed Materials
Suggestions were very valuable to improve the designed materials in order to make the final version of the designed materials. The respondents suggested to the
researcher some points as presented below. 1.
One respondent suggested changing time allocations in the syllabus especially for reading activities.
2. Two respondents suggested checking some grammatical mistakes.
3. Two respondents suggested reconsidering the layout and minimizing the fonts and
crowdedness in some pages. 4.
Two respondents suggested adding some guiding questions for “My Journal” in order to make the students find it easier to write because as stated by one
respondent that it is difficult for the students to write the first sentence. 5.
One respondent suggested simplifying some reading texts. 6.
One respondent suggested providing clearer instructions. 7.
One respondent suggested giving examples in each exercises. 8.
One respondent suggested the researcher relate the example of each language focus in “Let’s Practice It” to materials that had been discussed previously in
“Warm Up” or “What’s New?”
C. Discussion on Revisions of the Designed materials
