Main Product Revision Development
109 agreement. The respondent’s agreement were differentiated into five points of
agreement; strongly agree, agree, doubt, disagree, and strongly disagree. Then, the data gathered were put in triangulation in order to gain the mean of each aspect.
The mean of each aspect showed the respondents tendency on each aspect of questionnaire. The higher the score meant the better the product was. The following
table showed the results of the user validation.
Table 4.9. Result of User Validation
Item Statements
Degree of Agreement Total
Respon- dent
Total Score
Mean 5
4 3
2 1
Construct validity 1.
I understand the learning goal in every
meeting. 7
13 1
21 90
4,29 Content validity
2. The materials in the
course book are suitable with my needs
on learning English. 12
6 3
21 93
4,43 3.
The materials support me to practice reading.
14 6
1 21
97 4,62
4. The materials support
me to practice writing. 11
9 1
21 94
4,48 5.
The materials support me to practice
listening. 10
9 2
21 92
4,38 6.
The materials support me to practice
speaking. 12
8 1
21 95
4,52 7.
The topics are interesting.
9 12
21 93
4,43 8.
The materials are relevant to the topics.
10 9
2 21
92 4,38
10. The activities are
various. 11
7 3
21 92
4,38 11.
The activities encourage me to
participate. 9
11 1
21 92
4,38 Mean
4,44 Face validity
110
Item Statements
Degree of Agreement Total
Respon- dent
Total Score
Mean 5
4 3
2 1
13. The instructions are
clear and easy to comprehend.
7 11
3 21
88 4,19
14. The layout is clear and
well designed. 6
13 1
1 21
87 4,14
15. The fonts are legible.
10 9
2 21
92 4,38
16. The type of colour and
fonts are appropriate. 8
11 1
1 21
89 4,24
17. The audio is clear.
5 13
3 21
86 4,10
Mean 4,21
Reliability 12.
The course book can be used in any majors.
5 13
2 1
21 85
4,05 Practicality
9. The
materials are
arranged systematically,
from the easiest one to more
difficult one. 9
9 2
1 21
89 4,24
The first part of the questionnaire showed the validity, reliability, and practicality of the designed product. The validity was classified into three parts,
construc, content, and face validity. The mean score of the construct validity was 4,29. It was considered very good, so the students were able to understand the
learning objectives in every meeting. Then, the mean score of content validity gained 4,44. It showed that the materials responded to the needs on learning
English. The materials were also relevant to what students were going to learn, especially the four skills reading, writing, listening, and speaking. Instead of the
four skills which were integrated, the materials provided relevant and interesting topics which were closely related to college life. Moreover, the activities were
various so that the students were encouraged to participate. Furthermore, the mean score of face validity was 4,21. It meant the students’ impressions toward the course