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Table 4.11: The Result of Post-Designed Questionnaire for Expert Validation and User Validation
No Respondent’s Opinion
Central Tendency
N Mean
A. Learning IndicatorLearning Objective
1. The learning indicators are able to support the
achievement of the general purposes. 4 3.25
2. The learning indicators are specific and well- formulated.
4 4 B.
Learning Materials
3. The materials help learners to achieve the learning
indicators. 4 3.5
4. The materials are suitable with the needs on English
for Taman Wisata Candi Prambanan staff. 3.5
5. The activities are fun and motivating.
4 3
6. The materials are within the allotted time.
4 3.75
7. The discussion on each unit are relevant to the
topic. 4 3.5
8. The instruction for students are helpful and easy to
comprehend. 4 3
9. The materials are arranged systematically according
to the level of difficulty from the least difficult to the most difficult
4 3.25 10. The activities are various and encourage learners to
speak. 4 3.5
C. Teacher’s Guide and Teaching Procedure
11. The teacher’s guide is helpful and understandable 4
3.25 12. The lesson plans are able to give clear picture of
how to implement the materials. 4 3.25
13. The teaching procedure is helpful and able to give the the overview of the materials.
4 3.25 D.
Questions in “Let’s Sum Up”
14. The questions are clear and understandable. 4
3.25 15. The questions have encouraged learners to share
their feelings freely. 4 3
16. The questions have facilitated learners to connect what they have learned to the real world.
4 3 17. The questions have facilitated learners to monitor
their own progress. 4 3.25
E. Overall Evaluation
18. The layout of the materials is attractive and well- designed.
4 3.25 19. The Task-Based Language Teaching framework has
been implemented well in the materials. 4 3.25
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77
No Respondent’s Opinion
Central Tendency
20. In overall, the learning materials are well designed. 4
3 In the second part of the questionnaire, the participant had to write the
comments on the designed materials and also gave suggestions to improve the materials. The comments on the materials were found to be encouraging. The
participants stated that the materials provided topics suitable for the target needs and field. They also stated that the materials are good and well designed. There
were a lot of variations in each unit. In addition, one participant stated that the design was interesting because all units in the Student’s Book were colorful.
The Teacher’s book was helpful and clear enough. The lesson plan and teaching procedure inside the Teacher’s book were considered to be clear and
helpful for the teachers to implement the materials. In terms of suggestions for revision, there were some helpful suggestions
from the participants to help the writer improve the materials. First, most of the participants agreed that the lay-out of the design needed to be improved because
there were some unclear pictures, some pages were too full and the font size was too small. Second, the writer had to make the materials simpler because some
conversations were too long. The writer needed to consider the student’s level in English. Third, the writer had to add vocabulary list related to the topic more. It
can very helpful for the learners because they were still at beginner level. Fourth, the writer needed to give the symbol for listening passage. It can be a tape or
headphone that symbolizes listening. The purpose was to make teachers and students know directly that they were going to have listening passage. Fifth, the
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78 Teacher’s Book should be structured in accordance to the Student’s Book. The
Teacher’s Book should enclose the Student’s Book and give more instructions for teachers on what to do in each section. Sixth, the writer needed to check the
grammar both in Student’s Book and Teacher’s Book because the participants found some grammatical mistakes in both books. The results of the essay
questions are presented in Table 4.12.
Table 4.12: The Result of Essay Questions
Statements Respondents The lecturers of English
Language Education Study Program of Sanata
Dharma University The English instructors of
Wisma Bahasa-English Division, Yogyakarta
Comment on the designed
materials The materials provide
topics suitable for the target needs and field.
The materials are good and there are a lot of
variations. All units are colorful
which makes the design interesting.
The materials are good and well designed.
Comment on the Teacher’s Guide
The teacher’s guide is helpful and clear enough.
The teacher’s guide is clear enough.
Suggestions to improve the
materials Improve the lay-out of
the design because some pictures were not clear,
some pages are too full Make the materials
simpler because some conversations are too
long.
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79
Statements Respondents The lecturers of English
Language Education Study Program of Sanata
Dharma University The English instructors of
Wisma Bahasa-English Division, Yogyakarta
and the font size is too small Add vocabulary list
related to the topic more Structure the Teacher’s
Guide in accordance to the Student’s Book.
Add the symbol for listening passage.
Check the grammatical
mistakes.
Check the grammatical
mistakes.
After receiving the comments and suggestions from the lecturers and instructors, the writer started to revise the designed material. The product revision
was carried out to improve the designed materials. Based on the result of post- designed questionnaire for expert and user validation, there were some points in
the materials that needed to be improved. Then, the writer used the suggestions to improve the designed materials.
The first suggestion was to improve the lay-out of the design because some pictures were unclear, some pages were too full, and the font size was too
small. The writer decided to accept the suggestions because the writer agreed that there were some unclear pictures, some pages were too full, and the font size were
too small. The writer also considered the lay out as one important thing to make
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80 the design more interesting. Therefore, the writer made some revisions in the
designed materials. First, the writer changed the unclear pictures in Unit 1, 2, and 3 with clearer pictures. Second, the writer made each page not too crowded to
make learners easier in studying the materials. Third, the writer also made the font size bigger than before.
The second suggestion was to make the materials simpler due to the fact that the learners were still at the beginner level of English. Some conversations
were considered quite long and difficult to understand. The writer decided to accept the suggestion. As a result, the writer changed the long conversation into
the simple and short conversation in the revised version. The third suggestion was to add a vocabulary list related to the topic more.
Since the materials were for learners at beginner level of English, it was better to give more vocabulary related to the topic to enrich their knowledge about English
for tourism. The writer decided to accept the suggestion. Hence, the writer added more vocabulary in each unit in the designed materials.
The fourth suggestion was to give the symbol for listening passage, such as tape or headphone. The aim was to make teachers and students know directly
that they were going to have listening passage. The symbol could be put beside the name of the section.
The fifth suggestion was to structure the Teacher’s Guide in accordance with the Student’s Book. Since there was no Student’s Book inside the Teacher’s
Guide, teachers might have no idea what materials were taught and how they arranged. The suggestion was to structure the Teacher’s Guide in accordance with
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81 the Student’s Book and provide it with the materials of the Student’s Book. The
writer decided to accept this suggestion. It was considered easier if teachers have one book consisting of Student’s Book and Teacher’s Guide. Therefore, in the
revised version, the Teacher’s Guide was completed by the materials from the Student’s Book. Nevertheless, the instructions in each section in every unit would
be different since the instructions were made for teachers. That was done to make teachers easier in implementing the materials.
The sixth suggestion was to check the grammatical mistakes in the Student’s Book and Teacher’s Guide. Some grammatical mistakes were found in
both books. Therefore, the writer checked all sentences in the conversations, expressions, questions, and instructions to correct all the grammatical mistakes.
The writer also considered some comments that were noted by the experts and the users on the designed materials. Those comments were very important in
making the revision of the designed materials although they were written in the Student’s Book or Teacher’s Guide, not in the questionnaire. It was because the
comments were found to be very useful to improve the designed materials. In conclusion, the designed materials was revised by conducting six steps:
improving the lay-out of the design, making the materials simpler, adding a vocabulary list related to the topic more, adding the symbol for listening passage,
structuring the Teacher’s Guide in accordance with the Student’s Book, and checking the grammatical mistakes in the Student’s Book and Teacher’s Guide.
The summary of the revision of the design is presented in Table 4.13.
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82
Table 4.13: Revision of the Design
No First Design
Revision
1. Some pictures in Unit 1, 2, and 3
were unclear. Change the pictures clearer.
2. Some pages were too full or crowded.
Make each page not too crowded. 3.
The font size was too small. Change the font size bigger.
4. Some conversations were quite long and confusing.
Shorter the conversation and make it more understandable.
5. Not much vocabulary in each unit.
Add more vocabulary in each unit. 6.
There was no symbol for listening passage.
Add a picture of headphone as the symbol for listening passage.
7. The Teacher’s Guide was not structured well with the Student’s
Book because there was no Student’s Book inside the
Teacher’s Guide. Structure the Teacher’s Guide in
accordance with the Student’s Book and completed the Teacher’s Guide
with the materials in Student’s Book with adding more instructions for
the teachers. 8. There were some grammatical
mistakes in Student’s Book and Teacher’s Guide.
Check the grammatical mistakes and revise it.
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83
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusion drawn from the findings and data analysis discussed in chapter IV. This chapter also proposes some suggestions for
English teachers and other researchers who would like to use or develop the design.
A. Conclusions
This study was conducted to answer one research question: what the design of English instructional speaking materials using task-based language
teaching for Taman Wisata Candi Prambanan staff is. To answer the research question, the researcher conducted Educational
Research and Development RD as proposed by Borg and Gall. This Educational Research and Development became the research procedure in
designing the product. Furthermore, the researcher also used Kemp’s Instructional Model Design and it was put under the umbrella of Educational Research and
Development RD. The researcher also used theories related to the study. They were theories of Communicative Language Teaching, Task-Based Language
Teaching and English for Specific Purposes. Those theories were used as the fundamental information in designing the product.
The design of English instructional speaking materials using task-based language teaching for Taman Wisata Candi Prambanan staff was presented step
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