Snapshot Developing Preliminary Form of Product
Table 4. 9: The Result of Field Testing Questionnaire
No. Respondents’ Opinion
Degree of Agreement Central
Tendency 1
2 3
4 5
N Mean
1 The Standard Competences
are well formulated. -
- -
3 1
4 4,25
2 The Basic Competences are
well formulated. -
- -
3 1
4 4,25
3 The Indicators supports the
Standard Competences. -
- -
4 -
4 4
4 The materials correspond
with the Indicator. -
- -
3 1
4 4,25
5 The activities are in
accordance with Multiple Intelligence Theory.
- -
- 3
1 4
4,25 6
The activities are able to help students learning
English using their intelligence.
- -
- 3
1 4
4,25
7 The activities are interesting
and can motivate students to learn English.
- -
- 2
2 4
4,5
8 The material are various
and well-arranged. -
- -
2 2
4 4,5
9 The activities are able to
improve students’ competence in English
language. -
- -
2 2
4 4,5
10 The materials are well
elaborate. -
- -
2 2
4 4,5
In the second part of field testing questionnaire, the respondents gave comment and suggestion about the designed material. The comment was
advantageous. One respondent suggested more reading text. However, the material already integrated four skills. The respondents did not find significant
weaknesses in the designed materials except one respondent noted some problems related to the layout. It was suggested to make sure that all pictures were clear and
readable. In general, the materials were already well-developed. The various learning activities were interesting and likely applicable.
The activities implementing MI theory were seen in various activities which actively involved the students. Students were also encouraged to use
English in the class. One respondent suggested the room for feedback given to the students because if the students spoke or wrote without providing feedback, they
could only be fluent, yet inaccurate speakers and writers. Overall, no significant revision was recommended by the respondents.
They considered the designed material applicable and met the standard. The MI theory applied in learning materials was in line with SBC. The teachers’ manual
was considered as a helpful tool for the teachers. The task instructions, key answer, and photocopiable materials were easily applied as well as the syllabus
and the lesson plan. However, one of the respondents suggested giving the example which was used of each material in the lesson plan to better clarify the
concept. It was also suggested to add more learning indicators as many as the number of competencies.