Setting and Subjects of Trials

43 continued The Purpose of the Questionnaire The Component of the Questionnaire References Questions number To get information about students’ expectation • Aims and expectations - Pinter 2006: 38 18-20 b Questionnaires for English Teachers’ Evaluating The second questionnaire was created to gain the data from the English teacher’s. The aspects of materials and instructions are covered in this questionnaire. The data gotten from this questionnaire was used to evaluate the content of the media. The outline of teachers’ evaluating questionnaires is shown in the table below. Table 3.2: The Outline of the English Teachers’ Evaluation Questionnaires Aspects Indicators Questions Number References The syllabus and program content • Relevancy between the syllabus and program content • Easiness of the program content to be used • Success of assessments 1-5 6-9 10-12 Richards 2001:287 Richards 2001:287 Richards 2001:287 Materials of instruction • Aiding students learning • Quality of the speakers and sounds • The interest in materials • Develop specific skillss and strategies • Quality of evaluation items • The balance between the materials and the evaluation items 13, 14 15 16, 17,18 19 20 21 Richards 2001:287 Newby at all 2000 Arsyad 2002 Graves 2000: 156 GeisertFutrell 1995 GeisertFutrell 1995 continued 44 continued Aspects Indicators Questions Number References Media • The quality of the pictures • The attractions of the media • The ease of using of media 22 23, 24 25 Arsyad 2002 Geisert Futrell 1995 Heinich, et al 1996 c Questionnaires for Students’ Evaluating The third questionnaire was created for the students to get some feedbacks from them about materials, instructions, and the media. The data gotten from this questionnaire was used as the consideration in revising the media. The outline of students’ evaluating questionnaires is shown in the table below. Table 3.3: The Outline of Students’ Evaluation Questionnaires Aspects Indicators Questions Number References Materials • The clarity of the material • The ease of the material • Relevance of target needs 1 2 3 Heinich, et al 1996 Graves 2000: 156 Monitoring of students progress • Participation in teaching and learning process • The appropriateness of the assessments 4 5,6 Richards 2001:287 Richards 2001:287 Media • The effectiveness of the media • The contribution of the media in motivating the students to learn • The quality of the pictures 7 8,9 10,11 Richards 2001:287 Geisert Futrell 1995 Arsyad 2002 continued