contents into three parts in each section. In this designed materials, the writer used term “Start to Think” for pre-activity, “What Should You Do?” for main activity
and “Do it Again” for post- activity. Start to Think
was pre- activity to activate students’ prior knowledge and to introduce the topic. What Should You Do? was a part where students were
provided with various tasks that could activate students’ intelligences and learn the four skills. In this part students also learned theories that was written in
particular instruction namely “Study the Pattern”. Nevertheless, not all units
contained “Study the Pattern”. Do it Again was post activity that provided students with simple and entertaining activities. It was also used to remind
students with the materials that they had already learned. Some units also provided list of vocabularies related to the topic namely Words to Remember.
Words to Remember could be found in Start to Think or What Should You Do?.
6. The Teaching Learning Activities, Resources and Intelligences Being Developed
The writer developed and determined the teaching learning activities that could develop students’ multiple intelligences and their ability in listening,
speaking, reading, writing skills. The explanation of the learning activities and distribution of the intelligences being developed in each unit in the designed
materials was presented in Appendix G.
7. The Designed Materials
The last step was evaluating the designed materials. The writer distributed the second questionnaire to the respondents. The respondents were an English
extracurricular activity of Kanisius Kalasan elementary school and two lecturers of English Language Education Study Program of Sanata Dharma University in
38 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
order to evaluate the designed materials. The respondents were expected to give their evaluation and feedback on the designed materials. Then, the writer
conducted some revisions based on the evaluations and feedback proposed by the respondents to make the final version of the designed materials.
B. Findings and Discussion on the Designed Materials Evaluation
The writer realized that the designed materials still need some improvements. The writer distributed the second questionnaire to the respondents
in order to obtain evaluation, comment and feedback. The respondents were two lecturers of the English Language Education Study Program of Sanata Dharma
University and an English extracurricular teacher of Kanisius Kalasan elementary school. There were two main parts of the findings and discussion, those were
preliminary field testing and final product revision.
1. Preliminary Field Testing
In order to obtain the evaluation data, the writer delivered preliminary field testing by distributing questionnaires to the respondents. The respondents
were two lecturers of English Language Education Study Program of Sanata Dharma University and an English extracurricular teacher of Kanisius Kalasan
elementary school. One lecturer was the expertise on designing materials and one lecturer was the expertise on language teaching media. They had many
experiences in teaching English. The English extracurricular teacher was bachelor degree. He also had a lot of experiences in teaching English. The description of
the respondents of the preliminary field testing was presented in Table 4.4. 39
Table 4.4 The Description of Preliminary Field Testing Respondents
Educational Background
Teaching Experience in year
Sex Group of
Respondents D3
S1 S2
S3 1
1– 5 5-10
10 M
F
English Teacher -
1 -
- -
1 -
- -
1 Lecturer
- -
2 -
- -
2 -
1 1
The writer distributed questionnaires to the respondents in order to obtain feedback, comment and evaluation on the designed materials. The feedback,
comment and evaluation were used to improve and revise the designed materials. The raw data of the result of preliminary field testing questionnaire was presented
in Appendix J. In showing the data result of preliminary field testing, the writer used five points scales to collect respondents’ opinions on the designed materials.
1 = if the respondents strongly disagree with the statement 2 = if the respondents disagree with the statement
3 = if the respondents neither agree or disagree or the respondents do not know
or doubt 4
= if the respondents agree with the statement 5
= if the respondents strongly agree with the statement
Table 4. 5 The Result of Preliminary Field Testing Questionnaire Central
Tendency No.
Respondents’ Opinion on N
Mean
1. Basic Competencies are well formulated.
3 3.66
2. Indicators are well formulated and can be used to achieve
the Basic Competencies. 3
3.00 3.
The instructions in each unit are clear. 3
3.66 4.
The topics given are suitable with students’ capability level. 3
4.33 5.
The topics given are interesting, various and well organized. 3
4.66 6.
The teaching learning activities in each unit help students to understand the topic and support the achievement of
learning objectives and development of students’ Multiple Intelligences.
3 4.33
7. The teaching learning activities in each unit can help
students to develop their creativity. 3
4.33 8.
The materials can be used to help students to develop their Multiple Intelligences.
3 4
9. Generally, the materials can be used to develop the four
3 4.66
40
Continued to page 41 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
