CONCLUSIONS CONCLUSIONS AND SUGGESTIONS
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activities and resources. The fourth step of RD was preliminary field testing. In this step, the writer involved the last step of Kemp’s Instructional Design named
evaluation in which the feedbacks from the teachers, language teaching expert and Information and Technology experts were taking into account in revising the
designed material. Feedbacks are needed in order to get the perspective and opinions from the
experts concerning the designed material. As a result, questionnaires were distributed to the experts after the material have been designed. The
questionnaires were distributed to two English teachers of SMP Maria Immaculata Yogyakarta, two English lecturers of Sanata Dharma University Yogyakarta, and
two Information and Technology IT lecturers from Sanata Dharma University Yogy
akarta and STIMIK Akakom Yogyakarta. Based on the experts’ judgments results, it could be concluded that the material were good and could be used for
the students. It was showed by the questionnaire results which showed the mean score of 3.8. This activity belongs to the fifth step of RD named main field
testing. Some revisions have been made based on the feedbacks given by the experts
covering the revision for the ungrammatical sentences, scoring system, navigation, and lay out. After being revised, the material were given to the
students in order to get their opinions and feedbacks. The input from the students was being used for the main product revision which could be concluded as the last
step of RD employed by the writer. There were some findings found that might not match the core of the
designed material after the material being given to the students. The material were
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designed as semi-flexible for the students still could select which exercises they want to do first but there was a track that students need to walk on. The material
was designed applying reading principles which consisted of pre-reading activities, main reading activities, and post-reading activities. The flexible area in
the learning material was in the main reading activity only covering text exploration, vocabulary, exercises, and reading skills. The students were flexible
in selecting which one they want to do first. In the reality, the students were not a hundred percent ready to be given the
chance to select which one they could learn first. There were two main reasons for that. First, it will consume more time since the students would find difficulty in
choosing the material they pick. On the contrary, their time was limited concerning to the learning hours allocated and the media provided. As addition,
the material would be given in the school only by taking a consideration that not all students had computer at home to work on the computer-assisted reading
material. Second, by having random exercises, the students will have different score to document. It would be better to decide which exercises that they have to
work on. There were other two findings that could be taken into account for the
improvement of the teaching learning activities using computer as learning media. First, the students found out that learning reading using computer as the media
gave them new atmosphere that could boost up their enthusiasm in learning. Thus, they could explore the material by themselves with minimum dependency on the
teacher. Supported with clear instructions, computer-assisted reading material could be alternative for them in finding the excitement of learning reading by their
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own. Second, the variety of learning exercises attracted the students’ attention to explore more on the reading material
. It was effective in reducing the students’ boredom in learning reading since the exercises were also completed with colorful
illustration. The students agreed that there were four exercises that they like to work on. Those exercises were stated according to the one with highest rank to the
lowest rank, namely multiple choice, matching, crossword, and cloze test.