5. Evaluating the Materials After implementing the materials, the materials assessed by the students to
measure whether the materials were appropriate with the students’ needs or not.
The feedback was in the second questionnaire and interview to reflects the lack of the materials. The subject of the questionnaire was the students. The result of the
questionnaire was a guidance for improving the writing learning materials. 6. Revising the Materials
At this stage, the materials have been revised to make it more suitable, useful and it met
the students’ needs. The feedback was used as a revision guidance which was suggested by the students. In revising the materials, the
learning materials should be consulted to the thesis supervisor in order to make sure the appropriate learning materials. The final result of the materials was a set
of supplementary writing learning materials for tenth year senior high school students using Task Based Language Teaching.
7. Writing the Final Draft of the Materials In this stage, the result of the revision was written as the final draft of
developing the supplementary writing materials. The final result was the product of this research that was supposed to be useful for the students. In other words, the
final result of the revision was the writing materials for the tenth year senior high school students’ of SMA Negeri 2 Yogyakarta in the academic year 20152016 in
the first semester.
C. Design of Product Testing
1. Testing Design a. Questionnaire
There were two types of questionnaire that were used in this research. The first questionnaire was used to get the data about the students’ needs. The first
questionnaire distributed in the early stage of the study to assess what the students needs are. In the questionnaire, the students were asked to choose some options
related to the questions or it was also called as close question. The question consulted with the thesis supervisor before it would be distributed to the tenth
year senior high school students’ of SMA Negeri 2 Yogyakarta.
Table 3.1: The Organization of the First Questionnaire Needs Analysis
No. Aspect
Question Number
The Purpose of the Questions
Theory
1. Student’s
profile Part A
To find
out some
information about
the students’ profile
Graves 2000:103
2. Goal
Part B 1,2
To find the information about the students’ opinion
and interest of learning activities in the classroom
Nunan 2004:41
Graves 2000:103
3. Wants
3,14 To find out the students’
desire if learning English, especially writing
Hutchinson and
Waters 1987:58
Graves 2000:103
4. Input
4,5,12,13 To find the information
about kinds of input that the students need
Nunan 2004:41-42
5. Topic
6 To find the information
about the
students’ preference for the topic of
the materials Nunan
2004:47-49
6. Materials
7,8,9,15 To
find out
the appropriateness
of the
BSNP
content, language,
and presentation
in the
materials 7.
Needs 10
To find out the students’ needs
Hutchinson and
Waters 1987:58
Graves 2000:103
8. Lacks
11 To find out the students’
difficulties Graves
2000:103 9.
The involvement
of technology
16,17,18 To find the necessity of the
technology on
learning materials
Beatty 2003:48
Smaldino, Lowther, and
Russel 2012:257
10. Students
’ role
19,20 To find the students’ role
of the
teaching and
learning process Nunan
2004:64
After finishing the first draft, the next questionnaire was used to improve the first draft learning materials which were also called as the second
questionnaire. In this second questionnaire, the content of the questionnaire consisted of the question which was used to revise the task. The second
questionnaire was the assessment of the first draft. The questionnaire was distributed to the expert and the ten grade senior high school students. The result
of the second questionnaire was the improvement of the learning materials.
Table 3.2 : The Organization of the Second Questionnaire Expert Judgement
No Aspect of Evaluation
Purpose Items
Number Reference
a. I n
t e
r v
i e
w
The questionnaire was also distributed to the students in the tenth grade of senior high school students. The use of the questionnaire for the students was to
strengthen the validity of the books that the book was appropriate for the tenth grade students of the senior high school. The questionnaire consisted of 20
questions.
Tabel 3.3 : The Organization of the Questionnaire for the Students
Aspect No.
Statement Item
Number References
Materials 1.
The input of the materials are related
to the
students characteristics
1 Geisert
Futrell 1995 1.
Content To evaluate the
appropriateness of the first draft’s
materials 1, 2, 3, 4,
5, 6, 7, 8, 9, 10, 11
Hutchinson and Waters
1987:99
2. Presentation
To evaluate the appropriateness of
the first draft’s materials are
presented 12, 13,
14, 15, 16, 17,
18, 19, 20, 21
Hutchinson and Waters
1987:99
3. Language
To evaluate the appropriateness of
the first draft’s language
22, 23, 24, 25,
26, 27 Hutchinson
and Waters 1987:99
4. Media
To evaluate the appropriateness of
the first draft’s graphics and media
28, 29, 30, 31
Smaldino, Lowther and
Russel 2012: 257
2. The materials are up-to date
2,5 Newby at all
2000 3.
The input
materials are
interesting 6
Heinich in
Newby 2000 4.
The effectiveness
of the
language use in explaining the materials
4,8 Arsyad 2002
5. Quality of pictures in explaining
the materials 3
Geisert Futrell 1995
6. The
balance between
the materials and the evaluation
items 7
Geisert Futrell 1995
Instruction 7. Quality of the instruction
9-11 Geisert
Futrell 1995 8.
Quality of the evaluation items 12,13,14 Geisert
Futrell 1995 Media
9. The appropriateness
of the picture choice
15 Arsyad 2002
10. The effectiveness of the pictures 16
Heinich, et al 1996
11. The appropriateness of the font 17
Heinich, et al 1996
12. The effectiveness of the color 18
Heinich, et al 1996
13. The text
efficiency and
effectiveness 19
Heinich, et al 1996
14. The involvement of technology is interesting
20 Smaldino,
Lowther and Russel 2012:
257
b. Interview In obtai
ning the data of the students’ needs, the English teacher was also to be interviewed by the researcher. The use of interview was to get deeper
information about the teachers’ needs and interests related to the materials that would be developed. The interview consisted of 18 questions.
