Evaluators Suggestions or Criticisms
5
th
Evaluator ¾ The grammatical mistake should be revised and improved
to make the designed materials acceptable.
9. Revising the Designed Materials
The post-designed survey was conducted by the writer to obtain the evaluation of the syllabus, lesson plan, and designed materials in order to improve
and revise the syllabus, lesson plan, and designed materials. Considering the feedback of materials’ evaluation, the writer revised the designed materials to
produce the final version of writing instructional materials using mind mapping.
a. Syllabus revision
Syllabus plays an important role in the designed materials. Syllabus directs the teacher to have one semester teaching planning. Meanwhile, there were some
improvements applied to the research syllabus in response to the evaluation result. The writer revised the grammatical mistakes on the ‘Pre-activity’ that did not
have consistency in each unit. Second, the writer added the several examples in evaluation syllabus form.
The final version of the materials can be seen on Appendix E.
b. Materials revision
The materials revision was applied to the three points, they were: 1
Subject content Considering the evaluators’ suggestion, the writer made some
improvements to the subject content. First, the writer revised some grammatical mistakes and mistypes in the questions in ‘Let’s Get Started’ and the texts in
‘Let’s Study’. The writer also deleted some destructive pictures to the sections according to the evaluator’s suggestions.
The evaluators also suggested that ‘Sharpen Your Skill’ in Unit 6 to be changed. The topics were too broad for the eights grade students of SMPN 1
Kalikotes Klaten. Most of the students did not experience to visit the previous places like USA, Bali and Jakarta. The writer revised to replace the places close
the students, such as the tourism places or famous places around Klaten only. According to the evaluator comment on ‘Sharpen Your Skill’, the writer improved
the topics of each unit to develop the students’ creativity in drawing their mind. 2
Question and instruction Section A, ‘Let’s Get Started’, provides some questions to guide the
students’ thinking of each unit. Furthermore, referring to the evaluation, some questions should be revised because three evaluators thought that the questions
were quite hard for the eighth grade students. Hence, the writer made some questions easier on ‘Let’s Get Started’, especially in Unit 1 and Unit 3. The
revision will be shown by Table 4.10.
Table 4.10: The revision on activities
Question Unit 1 Before revision
Whose birthday party did take you breath away?
After revision Who did hold the best birthday party?
Before revision Whose wedding party did you look precious?
After revision Who did hold the most luxurious wedding party?
Unit 3 Before revision Why do people write announcement?
After revision What is the aim of announcement?
Before revision Where do you usually read announcement?
After revision Where do you find announcement?
The writer also added some questions related to the students’ life as the follow up activity and as the practicing students’ fluency in speaking English
being discussed in each unit. However, the writer provided some simple questions which were related to the students’ life.
Meanwhile, the revision was also done to the instructions. By changing instructions, it was expected that the students could follow the activities easily and
correctly as the appropriate level of eighth grade students. The evaluator suggested replacing the instructions as the guidance for the students to enjoy the
learning activities. The Table 4.11 shows the revision on instruction Unit 1.
Table 4.11: The revision on instructions
Instruction Unit 1 Before revision
You will hold your parent’s anniversary surprised party. The first thing you do is making the mind
mapping. After that, you apply it into the invitation form below.
After revision Make an anniversary invitation according to the
following mind mapping. Apply it into the invitation
card below.
Before revision Fill in the blank of the mind mapping bellow
according to your words. Write the invitation based on your mind mapping in the form given and submit
the mind mapping and the invitation to your teacher.
After revision Fill in the blank of the mind mapping below. Apply it
into the following invitation form and submit to your teacher.
3 Layout
According to the evaluators’ suggestion and comment, the writer should have some revisions on the designed materials layout. First, one of evaluator’s
suggested to change the line color of the mind mapping since the materials had a very colorful layout and it might be confusing the students. The writer made the
same color for the same branches to accommodate the students’ understanding in reading mind mapping.
Second, the other evaluator advised editing the mind mapping direction on section A, ‘Let’s Get Started’. Before revising, the mind mapping direction on
‘Let’s Get Started’ was deliberately written in counter-clockwise motion. After revising, the direction changed into clockwise motion. The writer agreed to the
evaluator’s suggestion since clockwise motion could help the students read the questions easily.
The final version of the materials can be seen on Appendix G.
B. The Discussion on Materials Evaluation
