71 In obtaining the data for the evaluation toward the design of the materials,
the writer distributed a questionnaire to two English teachers of SMA Dominikus Wonosari and two lecturers of English Language Education of Sanata Dharma
University. The participants gave their comments, opinion, and suggestions toward the design of the materials. In addition, the implementation of the design
of the materials was not conducted. The design of the materials would be revised based on the result of the questionnaire. The data from the questionnaire were
presented as follows.
1. Descriptions of the Participants
There were four participants in this step who were considered as experts in giving feedback toward the design of the materials. They were two English
teachers of SMA Dominikus Wonosari who had qualified experience and knowledge in teaching. The other two participants were the lecturers of English
Language Education Study Program of Sanata Dharma University. The questionnaire was divided into three sections. The first was the
participants’ identity which consisted of name, sex, educational background, and their teaching experiences. The second section consisted of teachers’ and
lecturers’ opinions toward the design of the materials. The teachers’ and lecturers’ comments, suggestions, or criticisms toward the design of the materials were put
in the last section. These feedbacks were used for revising and improving the designed materials. The description of the participants is presented in table 4.15.
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72
Table 4.15: The Description of the Participants Group of
Participants Sex
Educational Background
Teaching Experience in years
Female Male S1 S2 S3 1-5 6-10 11-15 16-20
Teachers 2 2
2 Lecturers
1 1
2 2
Three participants were female and another one was male. All teachers
were S1 graduates, while both lecturers were S2 graduates. All the participants have been teaching for more than sixteen years.
2. Data Presentation and Analysis
The participants gave their opinion on the statements toward the design of the materials by choosing one of the degrees of agreement. The degrees of
agreement were converted into numbers. The numbers were ranged from 1 to 5. The degrees of agreements are stated as follows.
1 = strongly
agree 2 =
disagree 3 =
undecideddoubt 4 =
agree 5 =
strongly agree
The evaluation data is presented in Table 4.16.
Table 4.16: The Result of the Preliminary Field Testing Questionnaire No Statement
Degrees of Agreements in percentage
1 2 3 4 5
1. The major goals of the designed materials
are well formulated. 75
2. The designed materials are able to meet the
goals and objectives stated in the Curriculum 75
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73
No Statement Degrees of Agreements
in percentage 1 2 3 4 5
at the School Level KTSP. 3.
Generally, the contents of the designed materials are well-elaborated.
75 25
4. The designed materials are relevant to the
students’ knowledge and skills level. 25
75 5.
The level of difficulty of the designed materials is appropriate with what should be
given to the students. 50
50 6.
The tasks or activities in each unit are relevant to the topic in each unit.
25 75
7. The tasks or activities in each unit are well
elaborated and can facilitate the students to achieve the goals and objectives.
25 50
25 8.
The instruction in each task or activity in each unit is clear enough to be understood by
the students. 50
50 9.
The tasks or activities are interesting and various enough to motivate students to be
more active. 25
25 50
10. The tasks or activities given can help the
students to understand the lesson taught. 100
11. Generally, the pictures provided can help the
students to understand the lesson more. 75
25 12.
Generally, the designed materials will enable the students to master English listening skill.
25 50
25
From Table 4.17, it is shown that statements number 1 and 2 only get 75 of 100 because one of the four participants didn’t choose any degree of
agreements. However, the rest of the statements which were number 3 to 12 get the total of 100 since all the participants gave their choice of the degree of
agreements. Based on the result of the questionnaire above, the total percentage of the
design of the materials ranged from 25 to 100, which meant that the design of the materials were appropriate and acceptable for the first semester of the tenth
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74 grade students of SMA Dominikus Wonosari. However, the design of the materials
still needed revisions based on the participants’ comments, feedback, and suggestion in the second part of the questionnaire.
In the second part of the questionnaire, the participants answered open- ended questions. There were three questions proposed in the second part of the
questionnaire. The first question was about the participants’ comments and opinions toward the design of the materials. The second question was about the
strengths and the weaknesses of the design of the materials. While the last question asked about the participants’ suggestions to make the design of the
materials better. The participants’ comments or opinions based in the questionnaire were
described as follows: • Generally, the design of the materials was interesting and suitable to the
level of the students. Moreover, the design of the materials was applicable so that the design of the materials could help the students in improving their
listening skill and to achieve the competence standard and basic competences, and the indicators.
• The design or the layout was good as well as the organization of the design of the materials.
There were five points gained from all the participants which indicated the strengths of the design of the materials. Those are stated below:
• The design of the materials was good and interesting because it was colorful. • The activities were well organized.
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75 • The design of the materials was met the students’ needs and appropriate for
the students’ level which were the tenth grade students of SMA Dominikus Wonosari.
• The tasks in the design of the materials were related to the syllabus and have such integrated sequence of activities.
• The reflection part What have you learnt today? at the end of each unit was good and it was undeniable needed for the students to be responsible for
the progress of their learning. However, there were several weaknesses mentioned by the participants.
The weaknesses are stated as follows: • Some of the indicators were not yet be implemented in the design of the
materials. • In some parts, the size of the fonts was too small.
• The pictures were dominated by the western pictures which make the pictures in the design of the materials less contextual.
• The time allocation for each unit was too short. • The teacher’s manual book was presented in different format and layout
from the student’s listening book. • The recording was not clear enough.
The writer discussed the third question which asked about the participants’ suggestion toward the design of the materials. The writer listed the suggestions as
follows: • To use the contextual pictures.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76 • To revise the questions in the students’ reflection part at the end of each unit
and make it into various questions. • To revise the contents of the materials and provide it with various contexts
to the new communication demands. • To revise the teacher’s manual book so that it has the same format or layout
as the student’s listening book. • To revise the recording.
The writer realized that the comments and suggestions given were very useful for the design of the materials. Hence, the suggestions of the participants
had been taken into consideration in revising the design of the materials to be better.
G. Revision on the Design of the Materials
