48 the steeping stones to understanding graves, 2000: 156 then use authentic materials.
In the writer’s designed materials, the materials were based on authentic data from the very beginning. Students will be given practice in listening to extract from radio
and television, songs, movie clips, and other types of authentic data.
c. Post-listening
The main aim of post-listening activities is to determine the students’ achievement, which is reinforcing recently learned materials Richard, 2002: 245. In
this period of post-listening, teachers summarize the activities which have been done. As part of post-listening, the writer suggests that the teachers ask students to
infer the meaning of new words from the contexts in which they appear. The activity that can be done may be writing down the target words on the board, replaying the
sentence continuing the words, and asking students to work out the meaning of those words.
5. Evaluation
This step was aimed at knowing whether the designed set of materials was appropriate or not to be given to the grade students of tourism department in SMK
Negeri 4 Yogyakarta . Therefore, the writer distributed the designed set of materials
to some respondents.
a. Description of the Respondents
There were 5 evaluators all together. Two of them were the English lecturers of English Language Education Study Program of Sanata Dharma University, and
49 three of them were the English teachers of SMK Negeri 4 Yogyakarta. The
description of the respondents for the materials evaluation was described as follows: Table 4.6: The Description of the Respondents
Sex Educational
Background Teaching
Experience in Years Group of
Participants
M F
S1 S2
S3 5
5-10 10
English lecturers 1
1 -
2 -
1 1
- English teachers
1 2
3 -
- -
2 1
b. Data Presentation
The results of the materials evaluation were presented in terms of descriptive statistics. In this study, the writer used five points of agreements to assess the
respondents’ opinions on the designed materials. The numbers and degree of agreement were classified as follows:
1 : The respondents strongly disagree with the statements
2 : The respondents disagree with the statements
3 : The respondents doubt the statements
4 : The respondents agree with the statements
5 : The respondents strongly agree with the statements
The data were presented in the following table: Table 4.7: The Descriptive Statistic of the Respondents’ Opinion
Central Tendency No.
The Respondents’ Opinion On N
Mn Med
Md
1. The standard competencies are well
formulated. 5
4 4
4 2.
The indicators are well formulated. 5
4.2 4
4 3.
The indicators are able to support the standard competencies.
5 4
4 4
50 4.
The topics are well selected and arranged. 5
3.8 4
4 5.
The listening materials are matched with the competencies and indicators.
5 3.8
4 4
6. The pre-activity, main activity and post-
activity are well developed. 5
3.8 4
4
7. The materials are interesting for the tenth
grade students of vocational high school. 5
4.4 4
4
8. The materials are suitable for the tenth grade
students of vocational high school. 5
4 4
4
9. The materials are relevant to the tenth grade
students of vocational high school. 5
4.2 4
4
10. The materials are able to help the students
develop their ability in learning conversation. 5
4.2 4
4
11. The content is relevant to the context and the
situation in which the language is used. 5
4 4
4
12. The main materials and detailed materials are
well elaborated. 5
4 4
4
13. The recording materials are clear.
5 3.8
4 4
14. The recording materials are useful for the
students’ exercises. 5
3.8 4
4
15. Generally, the set of English instructional
listening materials is well elaborated. 5
3.8 4
4
Note: N
: Number of respondents Mn
: Mean, the average points Med : Median, the middle point occurs in the set of scores
Md : Mode, the scores that occurs most frequently in the set of scores
51
c. Respondents’ Comments and Suggestions on the Designed Set of Materials
