b. Syllabus revision
In response to the evaluation result, there were three improvements applied to the research syllabus.
1 First, the writer revised the learning activities by varying the types of
activity in each unit. 2
Second, the learning activities part was divided into three types of activity; they are pre-activity, whilst-activity and post-activity. Pre-activity consists
of leading activities to the topic being discussed. Whilst-activity is the core of learning; it supplies the topic explanation and some exercises related to
the topic. Post-activity is the last activity to activate the students in applying the topic.
2 Third, as suggested by an evaluator, the writer added a column of learning
sources. It contains the sources of ‘Language Focus’, some exercises, pictures and song lyrics.
The final version of research syllabus can be seen in Appendix G.
B. The Discussion on Materials Evaluation
The data gathered from materials evaluation which is presented in the Tables 4.3, 4.4 and 4.5 can be further explained in following discussion.
1. The materials evaluation
Referring to the data collected through the evaluation questionnaire, generally, the designed materials were able to encourage the
students to correlate their knowledge with their daily life environment and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
experience. The results of materials evaluation can be discussed based on five points.
a. Topic
The value of central tendency in Table 4.3 for statement 2 which was 2.6 indicated that the respondents disagreed that all the topics in the developed
materials were relevant to students’ needs. Being further asked, one of those respondents said that Simple Future Tense was not really significant
for the eleventh grade students. However, they thought that the chosen topics were well reflected by the designed materials.
Nevertheless, the writer decided not to replace the topic of each unit in the designed materials. Although some respondents stated that not
all the topics were relevant to students’ need, the writer believed that all the topics could enrich student’s grammar knowledge. Although Simple
Future Tense looked easy for eleventh grade students, the writer provided
more detailed explanation about its function which did not exist in students’ former textbook.
b. Theme
Almost all the evaluators agreed that
the theme of each unit supported the Contextual Teaching and Learning CTL concept since the
themes proposed by the writer were related to the learners’ real life experience and environment. This was shown by central tendency value =
3 for statement 3 in Table 4.3. The writer totally agreed with the respondents since it was obviously seen that the theme of each unit
reflected learners’ real life setting which was one of the indications of the application of CTL concept.
c. Subject content
Through an open-form item in the questionnaire, an evaluator suggested that there were some shortages in the subject content. First,
‘Let’s get started’ part lacked of illustration. Second, it was said by an evaluator that ‘Language focus’ section was a bit boring since it was
presented in a common way. In addition, an evaluator found that the design materials contained some grammatical mistakes or mistypes in
‘Let’s get started’ part, especially in the reading texts and dialogues. The writer agreed to make some necessary improvements based on the
participants’ opinion since it would be beneficial to add some illustration in leading part and to improve ‘Language Focus’ to attract learners’
attention. d.
Activity and exercise In general, the respondents stated that the activities in the designed
materials had been provided communicatively and had fulfilled CTL- based concept. These activities made the materials become an integrated
one by covering four English skills; reading, writing, listening and speaking. Basically, the evaluators proposed that the materials provided
various integrated grammar learning activities. Therefore, the materials were able to facilitate the students to enrich grammar knowledge.
However, some of the evaluators disagreed that the designed activities PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
were enjoyable enough for the students and the diversity of the activities had not been various. Furthermore, an evaluator argued that there was no
follow-up activity on each unit. The writer did not totally agree with the respondents’ opinion which said that the activities were not enjoyable
since the materials contained games and role play. Moreover, some units were provided with a listening-to-a-song activity which should be
enjoyable. Meanwhile, the exercises presented at the end of each unit reflected
the CTL-based concept and were able to exercise learners’ grammar knowledge. Nevertheless, some of the respondents stated that the exercises
level of difficulty was not suitable to the eleventh grade students of senior high school. Some of the exercises were too easy. Agreeing to this the
writer tried to improve level of difficulty of some exercises by changing the instructions.
e. Layout
The materials’ layout, including font, color and page design, was interesting enough as being admitted by almost all respondents.
Nevertheless, out of questionnaire, it was recommended to the writer to change materials’ cover design. It would be better if the cover was
designed using pictures which were related to grammar learning. The writer agreed with the suggestion since the former cover was not
interesting enough and had nothing to do with grammar. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. The syllabus evaluation
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