Interviewing Participants Instructional materials on short functional texts for senior high school students grade X.

38 Each stage stated above will consist of exercises which help students improve their skills from dependent into independent performance. The exercises designed based on the stages determined. Those cycles and stages were applied

D. Interviewing Participants

The interview were conducted to get supplementary data in order to find out whether the materials designed had been suitable to be implemented in teaching learning activities or not. The information would be the consideration in improving the instructional materials on short functional texts. Thus, three teachers were chosen to be the evaluators. They were three English teachers of Senior High School Students who had experienced using short functional texts in teaching in the classroom, especially advertisement announcement, and invitation texts. Table 3.2 The description of the evaluators No. Evaluator Place of Work Teaching experience in year 1­5 6­10 10 1. Teacher V SMAK Sang Timur Yk ü 2. Teacher Y SMA PL Yk ü 3. Teacher R SMA PL Yk ü Before conducting the interview, the teachers were given some units of designed materials to be learnt. Some open questions were arranged for the interview. Therefore teachers are allowed to give comments and suggestions with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39 their own words. The questions were divided into two parts, spoken and written cycle, in order to ease the interview process. They are: a. Questions for spoken cycle 1 Are the designed materials of the spoken cycle suitable with the demand of School­Based Curriculum? 2 Has the unit presented appropriate exercises which were developed from the simplest and the easiest exercise into the more complex and difficult exercises? 3 Are the exercises in the four stages in the spoken cycle interconnected with each other? 4 Are the exercises in the spoken cycle provided with: a efficient instructions? b communicative instructions? 5 Is the spoken cycle designed according to the proficiency of the students? 6 Can the spoken cycle encourage the students to communicate in English actively? 7 Can the exercises in the spoken cycle help the students in mastering the life skills required by spoken cycle listening and speaking? 8 What are your suggestions for the improvement of spoken cycle? b. Questions for written cycle 1 Are the designed materials of the written cycle suitable with the demand of School­Based Curriculum? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 2 Does the unit present appropriate exercises which are developed from the simplest and the easiest exercise into the more complex and difficult exercises? 3 Are the exercises in the four stages in the written cycle interconnected with each other? 4 Are the exercises in the written cycle provided with: a efficient instructions? b communicative instructions? 5 Is the written cycle suitable with the proficiency of the students? 6 Can the written cycle encourage the students to be able to write in English fluently? 7 Can the exercises in the written cycle help the students in mastering the life skills required by written cycle reading and writing? 8 What are your suggestions for the improvement of written cycle?

E. Product Revision