Planning The Process of Designing the Materials

41 The questionnaires were divided into two parts. The first part of the questionnaire was the close form. It was used to ease the respondents in answering the questionnaires. The first part consisted of closed forms of statements in which the respondents gave their evaluation by choosing one of the agreements. The number of agreement are 1 : Absolutely disagree with the statement 2 : Disagree with the statement 3 : Undecided with the statement 4 : Agree with the statement 5 : Absolutely agree with the statement The evaluation of the data were presented in the following table: Table 4.6 Respondents’ Opinions No Respondents’ Opinion Frequency of Occurrence Central Tendency 1 2 3 4 5 Mode 1. The indicators are well formulated. - - 1 2 - 4 2. The indicators are able to support the attainment of basic competence. - - - 3 - 4 3. The topics are well arranged. - - - 1 2 5 4. The instructions are clear. - - - 3 - 4 5. The exercise provided can help the students understand the lesson being taught. - - - 1 2 5 6. The exercise are various and interesting. - - - - 3 5 42 No Respondents’ Opinion Frequency of Occurrence Central Tendency 1 2 3 4 5 Mode 7. The activities are able to support the attainment of the indicator. - - - - 3 5 8. Designed materials using PowerPoint are effective. - - - - 3 5 Based on the result of the questionnaires, the designed materials were good because from the table 4.6 shows that the mode of eight statements stated in the questionnaires were above 4. The writer concluded that the respondents agreed that the designed materials were appropriate for eighth students’ of SMP Negeri 2 Mlati . In addition, the writer also distributed open-ended questionnaires to obtain the respondents’ comments, criticisms, and feedbacks on the designed materials. There were two questions asked. The first was the questions asked about the comments and opinions on the designed materials and the second was the questions about the suggestions about the designed materials. Based on three respondents’ answers, there were five points of feedback and suggestions. a. Using PowerPoint in teaching reading was creative and innovative. Students can get new experience in studying. It was helpful for both students and teacher to practice their reading abilities. b. The reading materials were interesting for students of junior high school because there were many pictures. 43 c. The materials were helpful for the students because they can study the materials individually in their home. d. The chosen topics were appropriate for junior high school. e. There were some grammatical mistakes and instructions that need to be revised.

5. Main Product Revision

After obtaining the evaluation from the respondents on the designed materials, the writer started to revise the materials. The revision was made based on the feedbacks and suggestions from the respondents. At last there were some revisions made in the designed materials. The revisions are presented below: a. Some grammatical mistakes in the designed materials were rechecked and revised. The writer checked the grammar of each unit. It is hoped that the designed materials help the teacher and the students to not be confused with the reading materials. b. The writer checked the instructions for each unit. Therefore that the students could understand what should they do in each activity.

B. Presentation of the Designed Set of the Materials

After revising and improving the final version of the designed materials, the writer presented the final version of the designed materials as the answer to the second question in the problem formulation. Time allocation for each unit was 2 x 45 minutes. The activities of each unit were categorized into three main 44 activities; there are pre-reading activities, whilst-reading activities, and post- reading activities. The topic and sections are presented below: Table 4.7 The Topic and Sections of the Designed Materials Unit Topics Sections 1 City 1. Pre- reading  Picture  Answering questions related to the pictures 2. Whilst-reading  Discussing descriptive text  Reading text 1  Exercise about the text 1  Reading text 2  Exercise about the text 2 3. Post- reading  Reflection 2 My Family 1. Pre- reading  Picture  Answering questions related to the pictures 2. Whilst-reading  Reading text 1  Exercise about the text 1  Reading text 2  Exercise about the text 2  Reading text 3  Exercise about the text 3 3. Post- reading  Reflection 3 Holiday 1. Pre- reading  Picture  Answering questions related to the pictures 2. Whilst-reading  Discussing recount text  Reading text 1  Exercise about the text 1  Reading text 2  Exercise about the text 2 3. Post- reading  Reflection