3 The instructional materials
are relevant to the standard competencies.
8
4 The topics are interesting
and well arranged. 8
5 The materials in each unit
are well arranged. 8
6 In general, the instructions
in each section are clear. 8
7 The lay out of the materials
is user friendly. 8
3.375 4
3 1
sd d
a sa
mean
3.5 4
4
sd d
a sa
mean
3.75 6
2
sd d
a sa
mean
3.375 3
5
sd d
a sa
mean
3.625 5
3
sd d
a sa
mean
8 The instructional materials
are suitable to be applied in teaching Speaking IV
subject in English Language Education Study Program in
Sanata Dharma University. 8
Table 4.7. The Descriptive Statistic of the Respondents Opinion on the Materials Development
Note: N
: number of respondents SD
: strongly disagree with the statement D
: disagree with the statement A
: agree with the statement SA
: strongly agree with the statement
The figures shown in the table above shows the respondents’ opinion on the materials development. Based on the descriptive statistic analysis, the grand mean
of the data from table 6 was 3.43 out of 4 points of agreements. This result implies that the integrated English supplementary speaking materials for Speaking IV
subject in English Language Education Study Program of Sanata Dharma University were well developed.
No. Statements N Graphic
Presentation
9 The materials provide
opportunity for students to develop their public
speaking skills. 8
3 2
4 2
sd d
a sa
mean
3 2
5 1
sd d
a sa
mean
10 The materials provide
opportunity to develop students’ thinking skills and
widen knowledge. 8
11 The instructional materials
are able to raise student’s motivation in learning
English. 8
12 The instructional materials
are able to support students’ independent learning.
8
13 The listening, reading, and
writing sections are able to support student’s speaking
skills. 8
14 Generally, the instructional
materials are well elaborated.
8
Table 4.8. The Descriptive Statistic of the Respondents Opinion on the Impact of the Designed Materials on Students’ Learning Process
Note: N
: number of respondents SD
: strongly disagree with the statement D
: disagree with the statement A
: agree with the statement SA
: strongly agree with the statement
1 3
4 3.125
sd d
a sa
mean
1 6
1 3
sd d
a sa
mean
3.25 2
6
sd d
a sa
mean
8 3.25
sd d
a sa
mean
7 1
3.125
sd d
a sa
mean
The figures shown in the table above shows the respondents’ opinion on the impact of the designed materials on students’ learning process. Based on the
descriptive statistic analysis, the grand mean of the first table was 3.10 out of 4 points of agreements. This result implies that the integrated English
supplementary speaking materials for Speaking IV subject in English Language Education Study Program of Sanata Dharma University has good impact on
students’ learning process.
2 Results of the Interview An interview was conducted to five students of English Language
Education Study Program of Sanata Dharma University in order to obtain appropriate comments and suggestion to the multimedia materials. The simulation
was intended to gather students’ attitude towards the multimedia materials. The classroom materials only got small portion in the simulation. Due to the limitation
of time, the writer only described the sequence and activities included in a unit and did not put them in practice.
In order to do the simulation, the writer picked two of ten units from the designed materials. They were unit 2 entitled Sneak Preview and unit 8 entitled
Meet the Metrosexual. Those two units were chosen since they have medium level so that they were neutral to students with different proficiency. In the simulation,
the students worked on the multimedia materials first, and then got description of the classroom materials. After that, the interview was conducted.
The interview covered five questions to ask. The results of the interview were as follows:
No. Question Icons Respondents
Answers
1 It’s a bit difficult, especially the words
in the reading section. 2
The reading section is a bit difficult, but in general the materials are fun.
3 The CD is easy to operate. Yet, some of
the vocabularies are difficult. 4
It is quite interesting, especially the themes. They haven’t been discussed in
depth. 1
What is your opinion towards
the multimedia
materials?
5 It is challenging.
1 Yes.
2 No. I think it supports the learning of
reading and listening than speaking. 3
Yes. Students can use the vocabulary in the classroom.
4 Yes. It widens our knowledge and gives
background knowledge. 2
Do the multimedia
materials support the learning of
speaking?
5 Not really. It has no significance with
the learning of speaking since we learned reading and listening from the
materials.
1 Yes, as long as the exercise in the CD
are easy. 2
Not really. Usually students are reluctant to have preparation before
class.
3 Yes. It widens our knowledge.
4 So-so. Only some students like to
prepare before class. 3
Do the materials motivate you to
learn speaking?
5 Honestly, it is troublesome. But I think
it is important to have preparation before class, although some students,
including me, do not like it.
1 Yes. Since we have to do all the
assignments individually. 2 Yes.
4 Do you think the
materials support your
independent learning?
3 Yes. But they do support independent
learning of reading and listening instead of speaking.
4 Yes. If the students are not lazy to work
on it. 5 Yes.
1 The activity is fun. The lay out is
beautiful. 2
The activity is varied. I like the colorful lay out.
3 The feedback form helps the students to
improve their public speaking skills. 4
It is colorful. The activity is interesting and able to improve students’ speaking
skill. 5
What is your opinion towards
the classroom materials?
5 The activity is challenging. The
feedback form is good. 1
The words in the vocabulary exercise should be changed into the easy ones.
2 It would be better to provide easier
reading passage. 3
It would be fun to have an interactive format in doing the exercise in the
multimedia materials.
4 The format can be changed into the
interactive ones so that it is more attractive and add students’ motivation.
6 What are your
suggestions?
5 I think the lecturer has to motivate the
students’ in doing the exercises. Table 4.9. The Results of the Interview
Based on the results of the interview, the writer concluded that most students had negative attitude towards the multimedia materials. Generally, they
considered the multimedia materials to be difficult. The difficulty here referred to the vocabulary on the reading and listening materials. Most of them agreed that
the multimedia materials supported both their individual learning and the learning of speaking. Yet, most of them considered that the multimedia materials didn’t
motivate them to learn speaking as the materials were considered troublesome. The students suggested the writer to simplify the languages and change the format
of the materials into an interactive one.
3 Respondents’ Comments and Suggestions on the Designed Materials Besides giving opinion in form of stating degree of agreement, the
respondents, the English instructors and also the students, gave comments and suggestions towards the designed materials. Most of the respondents agreed that
the designed materials were interesting and well designed. They also said that the lay out made the materials visually attractive. Five of the respondents said that
the topics on the designed materials are quite interesting. They enhance the students to speak out loud about things that are close to their environment.
However, one respondent said that some of the topics were too familiar to discuss. Further, the comments and suggestions are summarized in the following parts:
a Language The respondents found that there were some minor grammatical mistakes
in the designed materials. They suggested the writer to check the language including the grammatical and diction problems occurred in each unit. Some
respondents considered the vocabulary in the reading and listening sections in the multimedia materials was too difficult. This response came from students. They
suggested the writer to simplify the language. b Time Allotment
Two respondents said that more attention was needed in allocating time, especially when conducting the classroom activities. In general, they said that the
activities were interesting, yet one of the respondents said that there was too much activity in some units so that the allocated time would not sufficient in covering
all the activities. She suggested that the writer could rearrange the time allocation or eliminate activities which were considered unnecessary.
c Pronunciation Practice Most of the respondents considered that having a section specially
intended as a model to practice students’ pronunciation is a good thing to do. Yet, some of them found that there was no way to practice it intensively. Practicing
pronunciation with friends was considered insufficient in improving students’ pronunciation skill.
One respondent suggested that the writer needed to allocate time to practice the pronunciation in the classroom. Another respondent said that a
manual of pronunciation practice is needed so that students know how to give feedback each other when they are practicing pronunciation. One respondent gave
quite different comment. She said that the sequence of the pronunciation part in the multimedia materials may distract students’ attention. The pronunciation part
which was put after the listening section can distract the information gained by the students from the previous section. She then suggested moving the pronunciation
into the first part of the listening section. d Multimedia Materials
There were various responses toward the multimedia materials. The response from the English instructors was in the contrary with which of the
students. Most of the English instructor had positive attitude toward the multimedia materials. One respondent said that the idea of preparing the students
for the upcoming class was a good concept. Another respondent said that the designed materials not only improve one single skill, but also equip the students
with listening, reading, and writing skills that may improve their English proficiency. Other respondent said that the rich of current information and
knowledge included in the designed materials added the quality of which. Furthermore, it also activated students’ prior knowledge.
Despite the compliment given, one respondent said that in one way, the strengths of the multimedia materials were its weaknesses at once. The speaking
section in the classroom would not work well unless the students prepare before the class. In other words, the multimedia and the classroom materials are closely
related that they could not stand alone. This problem was agreed by another respondent. Therefore she suggested that the purpose of doing the multimedia
materials should be clearly explained to the students, so that the goal of the materials could be achieved.
Different responses came from students. As it was stated previously in the results of the interview with students, most students had negative attitude toward
the multimedia materials. From the results of the interview, it can be concluded that even though they considered the materials interesting and could widen their
knowledge; they considered it to be troublesome. Most of the students said that the materials didn’t motivate them to learn speaking. The reasons were varied:
one of them said that the language and the exercises were difficult; other students said that they didn’t want to have more homework to do; and another student said
that preparation is troublesome. Two of the respondents suggested the writer to simplify the language of
the reading passage and which of the exercises. Two others respondents suggested change the format of the materials from the slide show into an interactive one.
They considered the interactive materials to be more attractive and motivating.
While a respondent suggested that the teacher of this subject had to motivate the students in doing all the assignments.
D. Discussion on the Designed Materials
This part presents the result of the materials evaluation and the process of revising the designed materials. Based on the descriptive statistic analysis in table
6 and 7, the mean ranged from 3 to 4. In four points of agreements, the number 3 and 4 mean ‘Agree’ and ‘Strongly Agree’. The first table of the descriptive
statistic analysis shows respondents’ opinion for the development of the materials. The grand mean of the first table was 3.43. This result implies that the integrated
English supplementary speaking materials for Speaking IV subject in English Language Education Study Program of Sanata Dharma University were well
developed. The second table of the descriptive statistic analysis shows respondents’
opinion on the impact of the designed materials towards students’ learning. The grand mean of the first table was 3.10. This result implies that the designed
materials had good and significant impact toward students’ learning. In summary, based on the descriptive statistic analysis, the integrated English supplementary
speaking materials for Speaking IV subject in English Language Education Study Program of Sanata Dharma University was good and acceptable.
This also supported by a request from a lecturer of Speaking IV subject in English Language Education Study Program to apply the designed materials in
her class. The lecturer was a respondent of the post-design survey; she admitted that the designed materials had good quality. She was interested in applying the
