64
Table 4.3 The Evaluators’ Background
Respondents Sex Educational
Background Teaching
Experiences in years
Male Female S1 S2 1-10 11-20
English teacher 2
2 2
English lecturer
1 1 1
The respondents of the evaluation questionnaire, as presented in Table 4.3 were all female. All of them were S1 graduates. Their teaching experiences
ranged from 2 up to 17 years. After distributing the evaluation questionnaire and collected it back, the
researcher analyzed the results and made a conclusion. The first part of the evaluation questionnaire which consisted of several assessed statements of the
designed materials, gave opportunity to the respondents to state their opinions about the designed materials by choosing the points of agreement which clearly
represented their opinion. The points of agreement ranged from 1 up to 4 and represented different meaning as follows.
1: Strongly disagreeVery poor 2: DisagreePoor
3: AgreeGood 4: Strongly agreeVery good
The results of the first part of the evaluation questionnaire indicated that the mean for each assessed statement of the designed materials ranged from 3.00
up to 3.66. It indicated that the designed matarials were good and acceptable for the eighth grade students of SMP Negeri 1 Jogonalan Klaten. Besides, the
65 researcher also stated some comments and suggestions to revise and make a better
version of the designed materials. The detailed results of the first part of the evaluation questionnaire could be seen in Appendix F.
The evaluators’ comments and suggestions dealt with three open-ended questions presented in the second part of the evaluation questionnaire. Those three
questions related to the strengths, weaknesses, and suggestions of the designed materials. There were four positive comments which indicated the strengths of the
designed materials and five negative comments which indicated the weaknesses of the designed materials. Each of those comments would be listed below.
The strengths of the designed materials were listed below. 1 The ilustration and the layout were good
2 It had interesting materials and attractive pictures 3 There was a teacher’s manual and answer key
4 It had a clear instruction in every task The weaknesses of the designed materials were:
1 Some of the texts were too long and too difficult 2 Some grammar activitiesexercises were not meaningful and contextual
3 It had limited grammar explanation 4 It had limited example in every task
5 It had less variety of grammar exercise Outside the positive and negative comments, the evaluators also gave
some suggestions to revise and make the better version of the designed materials. The suggestions for the designed materials were listed on the next page.
66 1 The materials should be arranged according to level of difficulties: from easier
to the more difficult, from shorter text to longer text 2 The different kinds of group activities needed to be elaborated to distinguish
them from other group activities 3 Some activities needed to be more carefully staged
4 The grammar explanation should be enriched 5 The grammar exercises should be improved
b. The Revision of the Designed Materials
Revising the designed materials was the last step in designing the grammar instructional materials for the eighth grade students of SMP Negeri 1
Jogonalan Klaten. It was conducted by analyzing the data of the second part of the evaluation questionnaire. The respondents’ comments and suggestions were used
to revise the designed materials. Some revisions which were conducted by the researcher could be seen as follows.
1 First of all, the researcher corrected the grammar mistakes of the designed materials. Not only in the student’s textbook, the researcher also corrected
some grammatical mistakes in the teacher’s manual. The researcher also carefully corrected the spelling mistakes to avoid students’ and teacher’s
confusion in using the designed materials. 2 The researcher arranged some teaching and learning activities in the designed
materials based on the level of difficulty. It was conducted to ease the students in learning the materials because the materials were arranged from the easier to
the difficult one.
67 3 In order to distinguish the group activity which was implemented in the unit of
the designed materials, the researcher provided extra notes in the teacher’s manual. It aimed to explain the different between the group activities which
used in the designed materials. Moreover, the teacher was also provided with the detailed step in conducting those group activities in class.
4 In Open Your Mind section, the activity was systematically arranged and easily implemented to introduce the materials which would be learned in the unit.
5 The researcher added the grammar explanation to give more explanation about the grammar item itself.
6 In arranging the grammar exercises, the researcher changed them into more contextual. It aimed to give the students opportunity not only to learn the
grammar item separately but also learn the genre of text on the same time. All of those revisions were conducted to make the better version of the
designed materials. The final version of the designed materials which had been revised was presented in Appendix I.
B. The Description of the Designed Materials
The second question of the research problem would be answered in this part by presenting the designed materials. The designing of grammar instructional
materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten were taken from the even semester materials of eighth grade
students of junior high school. This part would briefly present the designed materials while the final version of the designed materials could be seen in
68 Appendix I.
There were four topics which were developed in the designed materials. The topics were based on the results of the needs analysis. Those four topics were
1. Cinderella Cried Alone 2. The Hare was Sleeping
3. I Went Fishing in the River 4. He Passed Away After ...
There were five sections in each topic. They were Open Your Mind, Do You Know, Grammar Pit Stop, Try This, and Let’s Sum Up. The cycle of
teaching grammar, pre-grammar, while-grammar, and post-grammar were represented by those five sections. The explanation of each section was elaborated
on the next page. 1. Open Your Mind
Open Your Mind was the first section of the unit of the designed materials. It aimed to introduce the topic and focus students’ attention on the
discussed materials. Several learning activities such as analyzing pictures, answering the teacher’s questions, sharing with friends, matching pictures, and
discussing with the whole class were provided to reach the aims. 2. Do You Know
The second section was Do You Know. It aimed to conceive the generic structures and language features of the text. Analyzing the text such as definition,
function, generic structure, and language features of the text by discussing with friends and brainstorming the grammar points in the analyzed text with friends
